A  FEW  FAMILIA 


^ 


FLOWERS 


MARGARET -W-  MORLEY 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 


BIOLOGY 

Class       LIBRARY 
G 


A   FEW 


FAMILIAR    FLOWERS 


HOW  TO  LOVE  THEM  AT  HOME 
OR  IN  SCHOOL 


MARGARET   WARNER   MORLEY 


MORNING-GLORY  JEWELWEED 

NASTURTIUM        GERANIUM 

HYACINTH 


BOSTON,  U.S.A.,  AND  LONDON 
GINN   &  COMPANY,   PUBLISHERS 

3Ul)emTum 
1903 


BIOLOGY 

LIBRARY 

G 


COPYRIGHT,  1897,  BY 
MARGARET  WARNER  MORLEY 

ALL  RIGHTS  RESERVED 


CONTENTS. 


PAGE 

A  WORD  TO  THE  TEACHER v 

THE  MORNING-GLORY 1 

NECTAR  AND  NECTARY 13 

THE  STAMENS 21 

SOME  HABITS  OF  THE  FLOWER 27 

THE  PISTIL     .....                  ...  31 

FERTILIZATION 38 

THE  PISTIL     .         . 54 

THE  BUD 58 

LEAVES  ....                  63 

SHAPE  OF  THE  LEAF  .         .         .         .         .'        .         .68 

LEAF  PARTS .-        .  71 

POSITION  OF  THE  FLOWER  IN  RELATION  TO  THE  LEAF     .  74 

THE  BLADE    .         .         .         .         .                '.         .         .  76 

THE  GREEN  PART  OF  THE  LEAF       .         .         .         .         .  79 

NAMES  OF  THE  PARTS  OF  THE  BLADE   ....  86 

VERNATION .         .  89 

THE  PLANT  STEM  .         .         .         .         ...         .  90 

THE  ROOT  93 


189765 


iv  CONTENTS. 

PAGE 

FRUITS     ....  .98 

A    GENERAL   PLAN   OF    WORK   FOR   ANY   FLOWERING 

PLANT -104 

THE  NASTURTIUM         . 107 

GENERAL  APPEARANCE  OF  THE  FLOWER                          .  109 

THE  COROLLA       ...  113 
SHAPE  AND  COLOR  OF  THE  PETALS          .         .         .         .117 

THE  CALYX 120 

THE  STAMENS .125 

THE  PISTIL 133 

OVARY  AND  FRUIT 139 

THE  LEAF     .                  142 

THE  PETIOLE 145 

THE  LEAF  BLADE 147 

VERNATION 150 

THE  ROOT     .         . 151 

IMPATIENS,  JEWELWEED,  TOUCH-ME-NOT,  LADY'S 

EARDROP,  BALSAM,  SNAPWEED      .         .         .153 

GENERAL  APPEARANCE 155 

THE  COROLLA 161 

PISTIL  AND  STAMENS 168 

OVARY  AND  FRUIT 172 

THE  LEAF 175 

VENATION 177 

THE  PLANT  STEM 178 

THE  ROOT  180 


CONTENTS.  v 

PAGE 

THE  SCARLET  GERANIUM    .         .         .         .         .         .  181 

THE  COROLLA  ... 187 

THE  STAMENS 192 

THE  PISTIL 196 

THE  CALYX 199 

THE  BUD ~ .         .         .201 

THE  FRUIT 203 

THE  LEAF 207 

THE  PETIOLE -  .  208 

THE  BLADE      .         . 211 

VERNATION 213 

THE  STEM .         .  214 

THE  ROOT 215 

THE  HYACINTH          .         .        .        .        .        .        .        .217 

THE  ROOT .         .         .229 

THE  LEAF .         .232 

THE  FLOWER  CLUSTER 238 

THE  FLOWER 246 

STAMENS  AND  PERIANTH 247 

THE  PISTIL 250 

THE  BULB  AND  LEAVES '.         255 

GLOSSARY  261 


A   WORD   TO   THE   TEACHER. 


IT  is  with  the  hope  of  helping  young  teachers  and  those 
of  more  experience  who  are  beginning  to  teach  plant  life 
that  this  little  book  is  written. 

It  does  not  make  much  difference  where  we  begin  in 
studying  nature.  If  we  start  with  the  seed,  we  end  with 
the  flower,  and  vice  versa. 

The  best  starting  point  depends  upon  the  material  at 
hand.  Take  whatever  you  have  and  make  the  most  of  it. 

Select  what  seems  to  you  the  most  obvious  fact  in  the 
story  of  the  plant  you  have,  and  build  from  that. 

The  bright  flower,  which  first  attracts  attention  and 
which  is  constantly  being  entered  by  winged  messengers, 
is  an  admirable  starting  point  in  beginning  the  study  of 
plant  life,  but  it  is  not  necessarily  the  only  good  one. 
Excellent  results  may  be  obtained  by  starting  with  the 
seed,  the  leaf,  the  stem,  or,  in  fact,  with  any  available 
part  of  the  plant. 

The  main  thing  is  to  make  the  work  charming,  and 
wake  up  the  mind  of  the  pupil  to  the  beauty  and 
the  astonishing  activity  everywhere  manifest  in  living 
things. 

8  Yii 


viii  A   WORD    TO   THE   TEACHER. 

In  order  to  be  clearly  understood,  the  writer  has  been 
obliged  to  take  some  one  starting  point,  and  to  proceed 
in  a  somewhat  arbitrary,  though  not  necessarily  illogical, 
course.  Also,  to  make  a  clear  and  vivid  impression,  the 
subject  has  been  worked  out  in  detail  and  partly  in  the 
form  of  dialogue  between  teacher  and  pupils. 

The  object  has  not  been  to  give  exact  instruction  as  to 
how  to  teach,  but  rather  to  give  an  inspiration  towards 
teaching  nature's  truths  lovingly. 

The  method  used  is  only  one  out  of  many  methods  that 
might  have  been  adopted,  and  the  flower  as  a  starting 
point  is  only  one  out  of  many  starting  points  that  might 
have  been  chosen. 

The  value  of  such  a  book  as  this  lies  in  what  it  suggests, 
in  Avhat  activity  it  creates  in  other  minds,  rather  than  in 
the  facts  it  states. 

The  plants  selected,  the  morning-glory,  nasturtium, 
jewelweed,  and  geranium,  were  chosen  because  of  their 
size,  abundance,  availability,  lateness  of  blooming,  and 
because  of  their  development  in  relation  to  insect  fertiliza- 
tion. All  these  plants  have  large  and  showy  blossoms, 
modified  in  form  and  in  other  ways  for  the  visits  of 
insects.  At  the  same  time,  they  are  not  so  complex 
and  difficult  to  observe  and  understand  as  are  certain 
other  familiar  flowers. 

The  principal  facts  in  flower  life  are  thus  in  them  easily 
discernible. 

While  there  are  sentimental  reasons  for  beginning  flower 


A    WORD    TO    THE   TEACHER.  ix 

work  in  the  spring,  there  are  also  good  reasons  for  taking 
up  this  work  for  the  first  time  in  the  fall.  Then  the 
flowers  are  blooming  out  of  doors,  subject  to  more  natural 
conditions,  and  are  almost  certain  to  be  visited  by  insects, 
whose  actions  can  be  watched.  The  children,  too,  fresh 
from  vacation,  where  in  most  cases  they  have  lived  more 
or  less  out  of  doors,  are  in  sympathy  with  the  wild  life, 
and  have  unconsciously  observed  it.  It  takes  the  vacation 
into  the  schoolroom,  in  a  sense. 

For  these  reasons,  and  because  of  the  difficulty  often 
found  of  getting  flowers  in  early  spring  in  our  climate, 
fall  work  has  been  here  presented,  though  where  the 
teacher  prefers  to  begin  work  in  the  spring,  the  nastur- 
tium and  house  geranium  afford  good  material,  as  does 
also  the  hyacinth,  which  has  been  added  purposely  for 
spring  work.  The  nasturtium  can  be  planted  in  window 
boxes  early  in  the  winter,  and  the  geranium  can  be 
obtained  in  full  bloom  in  small  pots  for  a  small  sum. 

Where  possible,  the  schoolroom  windows  should  be 
kept  bright  with  flowers.  Window  boxes  are  not  much 
trouble,  and,  where  the  schoolroom  is  warmed  by  furnace, 
may  be  a  source  of  great  pleasure  to  both  teachers  and 
children. 

Where  the  schoolroom  is  not  warmed,  window  boxes 
can  make  bright  the  fall  and  spring  weeks. 

Some  will  ask  why  the  sweet  pea,  which  is  so  common, 
so  attractive,  and  which  blooms  so  late,  has  not  been 
selected  as  one  of  the  flowers  studied. 


x  A   WORD    TO   THE   TEACHER. 

The  pea  and  bean  are  rather  difficult  for  beginners, 
although  in  many  respects  they  present  admirable  features 
for  study.  Because  of  their  complexity,  the  dahlia  and 
other  showy  fall  flowers  were  rejected. 

The  object  of  studying  flowers  should  be  to  present  the 
great  facts  of  plant  life  in  a  clear  and  interesting  manner; 
not  merely  to  attach  labels  to  pieces  of  flowers,  but  to 
know  of  the  life  of  the  flower  as  a  whole. 

There  are  certain  interesting  things  about  plant  life 
that  everybody  wants  to  know:  where  the  bees  find 
the  honey,  how  they  get  it,  what  they  do  with  it, 
how  the  pollen  reaches  the  ovule,  how  the  plant  protects 
its  pollen  and  adapts  its  form  to  the  insects  that  visit 
it,  etc. 

These  things  are  interesting.  In  a  way  they  touch  all 
life  and  elucidate  it.  These  are  the  facts  the  child  ought 
to  have. 

The  minimum  of  interest  and  knowledge  comes  from 
merely  pulling  a  flower  to  pieces  and  attaching  difficult 
and  meaningless  names  to  the  different  parts. 

The  maximum  of  interest  and  knowledge  comes  from 
observing  what  use  the  flower  makes  of  its  parts  and  how 
the  structure  is  related  to  the  function.  Having  thus 
acquired  a  meaning,  the  flower  parts  become  interesting 
and  the  descriptive  terms  are  learned  without  difficulty. 

Study  a  plant  as  you  would  a  person,  not  on  the  dis- 
secting table,  but  in  its  natural  surroundings  doing  its 
life  work. 


A   WORD    TO    THE   TEACHER.  xi 

It  is  easy  to  learn  the  history  of  many  flowers  without 
pulling  them  to  pieces  at  all,  and  it  is  much  more  beauti- 
ful and  satisfactory  to  work  thus  with  young  people. 

Where  children  have  had  the  care  of  flowers  and  love 
them,  they  do  not  like  to  tear  them  to  pieces,  and  where 
they  have  not  yet  acquired  this  love,  they  are  not  helped 
to  do  so  by  treating  the  flower  merely  as  a  scientific 
"  specimen." 

Let  the  children  find  more  than  mere  technical  terms 
and  forms  of  organs  in  their  botany  work.  Let  them  find 
nature  beautiful  as  well  as  wonderful. 

No  book  can  take  the  place  of  the  teacher's  individual 
planning.  Children  are  not  alike  in  different  schools,  nor 
in  different  classes  of  the  same  school;  what  might  be 
admirable  for  one  class  of  children  might  be  unsuitable 
for  another  class.  Each  teacher  should  decide  for  herself 
how  much  to  do  and  how  to  do  it.  This  should  be  the 
test  of  her  success:  Do  her  children  love  the  flowers, 
do  they  recognize  in  them  a  life  akin  to  their  own,  have 
they  an  intelligent  conception  of  the  uses  of  the  different 
flower  parts? 

If  the  teacher  does  her  work  well,  the  latest  researches 
made  by  naturalists  into  the  secrets  of  plant  life  may 
become  the  property  of  the  child.  Curiously  enough, 
modern  discoveries  concerning  the  flower  parts  are  the 
facts  which  appeal  most  strongly  to  the  child  and  are 
most  readily  understood  by  him. 

With  a  proper  understanding  of  the  fundamental  facts 


xii  A   WORD    TO   THE   TEACHER. 

of  plant  life  the  young  student  has  open  to  him  the  doors 
of  intelligent  interest  in  what  is  going  on  in  the  scientific 
world. 

Of  course,  the  more  the  teacher  herself  knows  about 
plant  life  the  better  is  she  prepared  to  make  the  subject 
interesting  to  others.  Information  will  come  to  her  from 
many  sources :  the  daily  papers,  the  magazines  and  books, 
as  well  as  from  regular  works  on  botany. 

Delightful  truths  about  plant  life  are  constantly  being 
presented  to  the  public,  and,  among  other  things,  Grant 
Allen's  books  on  plants  are  particularly  interesting  and 
charming.  His  "  Flowers  and  their  Pedigrees  "  and  his 
"  Falling  in  Love  and  other  Essays  "  contain  much  infor- 
mation that  every  teacher  ought  to  have,  and  which 
cannot  so  easily  be  obtained  in  any  other  way. 

Miss  Newell's  "  Botany  Readers,"  in  two  parts,  Ginn 
&  Co.,  are  valuable  aids  to  the  teacher  of  botany,  as  they 
are  mainly  compilations  from  the  great  naturalists  upon 
most  of  the  interesting  phenomena  of  plant  life. 

Extracts  from  Darwin,  for  instance,  give  in  a  few  para- 
graphs the  gist  of  his  discoveries  about  movements  in 
plants,  fertilization,  etc.,  which  the  student  unaided  could 
obtain  from  the  original  source  only  by  reading  many 
technical  books.  In  a  similar  manner,  most  of  the  great 
botanical  scientists  have  been  applied  to  for  their  best 
and  most  interesting  facts,  translations  from  the  German 
adding  to  the  wealth  between  the  covers  of  these  little 
books. 


A   WORD    TO    THE   TEACHER.  xiii 

In  "Leaves  from  Nature's  Story  Book,"  Educational 
Publishing  Co.,  Vol.  II,  will  be  found  some  interesting 
chapters  on  bees  and  wasps. 

"  Seaside  and  Wayside,"  D.  C.  Heath  &  Co.,  has  in 
No.  I  some  pretty  bee  stories  for  little  folks,  while  No.  Ill 
contains  several  interesting  chapters  on  plant  life. 

"  Flowers  and  their  Friends,"  Ginn  &  Co.,  is  a  little 
book  written  to  accompany  the  present  volume.  It  con- 
tains stories  and  added  facts  about  the  plants  here  treated, 
and  is  intended  to  increase  the  interest  of  the  children  by 
giving  them  something  to  read  about  their  plants  as  they 
study. 

There  is  nothing  in  nature  more  delightful  than  the 
mutual  helpfulness  of  plants  and  insects,  and  of  the  help- 
fulness of  the  different  parts  of  plants  to  each  other. 
Help  the  young  people  to  feel  this  mutual  helpfulness, 
and  to  know  that  it  is  as  true  and  as  important  as  the 
mutual  "struggle  for  existence,"  about  which  so  much 
has  been  written  of  late.  In  fact,  so  much  stress  has  been 
laid  upon  the  struggle  that  many  people  have  come  to 
hold  the  untrue  and  depressing  view  that  all  life  is  a 
carnage,  as  a  result  of  their  scientific  study. 

This  is  but  half  the  truth ;  there  is  another  side  to  life, 
and  that  is  the  side  of  mutual  helpfulness. 

Finally,  this  book  is  intended  for  teachers,  not  for 
children,  and  some  things  are  told  for  the  benefit  of 
the  teacher  which  would  not  be  appropriate  for  the 
younger  pupils.  The  teacher  is  expected  to  use  her 


xiv  A   WORD    TO    THE   TEACHER. 

discretion  concerning  the  information  she  conveys  to  the 
children. 

Use  the  plant  work  to  brighten  and  elevate.  Try  to 
bring  home  to  the  developing  mind  a  knowledge  of  the 
greatness  and  the  beauty  of  life  in  all  its  forms. 


A  FEW  FAMILIAR   FLOWERS. 


THE    MORNING-GLORY. 


OUR  first  friend  is  the  pretty  vine  growing  over 
roadside  hedges  and  stone  walls,  which  the  botany 
calls  bindweed,  but  which  is  more  popularly  known 
as  the  wild  morning-glory. 

It  bears  a  pink  and  white  blossom  about  two 
inches  long.  Sometimes  a  wholly  white  variety  is 
met  with. 

The  cultivated  morning-glory  can  be  used  almost 
as  well,  and  the  differences  between  the  two  will  be 
noticed  from  time  to  time.  Both  belong  to  the  same 
family. 

THE  FIRST  THING  TO  NOTICE  IN  OUR  PLANT  IS 
THE  LARGE  AND  SHOWY  FLOWER. 

Suppose  the  teacher  to  have  taken  her  little  flock 
a  short  distance  down  the  road  on  a  sunny  September 
day  to  where  the  flowers  are  blooming.  They  are 
less  abundant  than  earlier  in  the  season,  yet  there 
are  several  fine  ones  within  reach. 


A   FEW  FAMILIAR  FLOWERS. 


It  has  been  explained  to  the  children  that  they  are 
not  to  touch  the  flowers,  only  to  look  at  them 
and  get  acquainted. 

Teacher:  "Here  are  our  little  friends.     Can 
you  see  them,  Nellie  ?  " 

Nellie:    "Yes.     I  see  six  or  eight." 
Teacher :   "Do  you  think  you 
could  see  them  from  the  turn  in 
the  road?" 

Nellie :  "  I  know  I  could." 
Teacher:    "What   is  the   reason  you 
can  see  them  so  far  away,  John  ?  " 
John :  "  They  are  so  big." 

Fred:  "  They  are  light  colored. 
If  they  were  green  like  the  leaves 
we  could  not  see  them." 
Teacher :    "  How  they  stand  out  in 
the  sunlight !    Look  down  under  the 
vine,  John,  and  see  if  you  can  find 
any  hiding  away." 

-  John :    "  No,  I  can't  find  any  under 
the  leaves." 

Kate:    "Here    is    one    partly    under    a 
leaf." 

Teacher:  "Yes,  that   one   is  not  quite  as 
easily  seen  as  the  others.     But  which  do  you  think 


THE  MORNING-GLORY.  3 

the  morning-glories  like  better,  to  hide  away  or  to 
stand  out?" 

May :  "  I  think  they  like  to  stand  out." 

[All  the  children  agree  with  this.] 

Teacher :  "  What  holds  them  out  in  the  light  ?  " 

Fred:  "They  have  long  stems." 

Teacher :  "So  they  have.  Are  their  stems  all  the 
same  length  ?  " 

Kate :  "  No,  here  is  one  with  a  stem  twice  as  long 
as  that  one  next  it." 

Teacher :  "I  wonder  why." 

John:  "Oh,  I  know.  That  long  stem  starts  under 
the  leaves,  and  grows  and  grows  so  the  flower  can 
get  out.  The  short  stem  is  near  the  top." 

Teacher:  "Good,  John.     You  know  how  to  look." 

Kate :  "  Oh,  Miss  A,  a  bee  went  into  mine !  " 

Ned:  "  One's  gone  into  mine,  too." 

Teacher:  "What  do  you  suppose  the  bees  are 
after?" 

[Some  of  the  children  may  know  that  the  bee  gets- 
honey  from  the  flowers.  If  so,  accept  the  fact  with- 
out discussion ;  if  not,  say  you  will  try  and  find  out 
another  time  what  the  bee  is  after,  and  proceed.] 

Teacher :  "  What  shape  is  our  morning-glory, 
Kate?" 

Kate  does  n't  know. 


A   FEW  FAMILIAR  FLOWERS. 


Anne  thinks  it  is  like  a  cornucopia.  May  says  it 
is  like  a  bell.  George  says  it  is  something  like  a 
tumbler.  Fred  says  it  is  like  a  funnel. 

"  I  think  it  is  like  a  bell  held  up  by  the  handle," 
Lucy  says;  "there  is  the  clapper  inside  and  all." 
Teacher :  "  What  color  is  it  ?  " 
Several:  " Pink  and  white." 
John:    "There   is  a  pink   part   and  then  a 
white  part." 

Nellie :  "  The  white  parts  run  way  down  into 
the  flower." 

Teacher:   "Let  us  count  these  white  parts. 
How  many  are  there,  May  ?  " 

May :  "  There  are  five." 

Teacher :  "  Are  they  the  same 
size  from  top  to  bottom  ?" 

Nellie:  "No,  they  are 
narrow  at  the  edge,  and 
get  wider  as  they  go  in." 

Kate:  "They  all  run  to- 
gether down  in  the  flower." 
May:  "The  flower  is  all 
white  at  the  bottom . ' ' 
Teacher:   "Is  the 
edge  of  the  flower 
even  ?  " 


THE    MORNING-GLORY.  5 

John :  "  No,  it  i$  sort  of  scalloped." 

Teacher :  "  How  many  scallops  has  it  ? " 

John :  "  It  has  five  scallops." 

Teacher :  "  Now  let  us  see  if  the  white  goes  down 
the  middle  of  the  scallop." 

Children:  "It  does,  it  does." 

John :  "  There  's  another  bee." 

Teacher:  "Now  we  will  go,  and  to-morrow  we 
will  come  again  and  watch  the  bees  go  into  the 
flowers,  and  see  where  they  go  and  what  they  get. 
Perhaps  we  can  play  we  are  bees  and  so  find  out 
about  it." 

[This  finishes  the  general  survey  of  the  flower. 
The  work  may  be  done  in  one  lesson  or  in  two  or 
three,  according  to  the  age  and  intelligence  of  the 
pupils. 

Encourage  the  children  to  talk  freely  about  the 
flower;  do  not  put  set  phrases  in  their  mouths. 

Have  a  good  time,  teacher  and  children  together., 

The  main  thing  is  to  have  a  good  time. 

Get  acquainted  with  the  morning-glory  in  a 
pleasant,  friendly  way,  and  the  scientific  facts  will 
take  care  of  themselves. 

If  the  children  are  able  to  write,  have  them 
write  out  what  they  have  seen  and  talked  about. 
It  will  be  a  good  plan  to  have  a  blank  book  set 


A    FEW   FAMILIAR    FLOWERS. 


aside  for  the  plant  study.  They^can  thus  keep  all 
they  have  done  on  their  plant  together,  making  a 
pleasant  record  of  the  term's  work.  It  will  be 
convenient  to  refer  to,  to  refresh  the  memory,  and 
much  pleasanter  to  go  to  a  book 
they  have  made  themselves  than  to 
consult  a  printed  volume. 

The  younger  children  will  need  help 
at  first  in  sentence-making ;  but  as  soon 
as  they  can  express  themselves  cor- 
rectly in  short  sentences, 
let  each  child  record  his 
own  thoughts,  instead  of 
copying  from  the  black- 
board  or    from    the   teacher's 
dictation. 

A  few  short  sentences  at  first 
may  be  very  helpful  in  teaching 
the  child  the  correct  form  of 
expression,  but  be  careful  not  to 
carry  arbitrary  sentence-writing 
too  far. 

Remember  the  object  is  to  train  children  to  think  for 

themselves  and  express  their  thoughts  without  help. 

For   young  teachers  who  are   having   their   first 

experience  in  the  schoolroom,  a  few  sentences  ex- 


THE    MORNING-GLORY.  1 

pressive  of  what  has   been   learned   are   appended. 

They  are  merely  for  illustration,  and  hundreds  of 

others  equally  good  can  be  formed. 

Suppose  the  children  are  ready  to  write.] 
Teacher :    "  Nellie,   tell  us  one   thing   about   our 

morning-glory." 

Nettie:  "It  is  bright." 

Teacher:  "What  is  bright?" 

Nellie:  "The  morning-glory  is  bright." 

Teacher:   "I  will  write  what  Nellie  has  told  us 

on  the  board." 

[Writes  :  "  The  morning-glory  is  bright."    Several 

of  the  children  now  read  the  sentence  and  then  all 

write  it.     Similar  sentences,  as 

The  morning-glory  stands  up  to  be  seen, 
The  bees  come  to  the  morning-glory, 
The  morning-glory  likes  the  bees  to  come, 
The  morning-glory  has  white  lines, 
The  morning-glory  is  pink  and  white, 

may  be  obtained  as  a   result   of   observation,   and 

written  in  the  same  way. 

As  soon  as  possible,  let  the  children  write  what 

they  think,  without  copying. 

After  the  children  have  talked  and  written  about 

the  flower,  calling  the  bright  part  by  the  familiar 

name  of  "flower  bell,"  "flower  cup,"  or  whatever 


8  A    FEW   FAMILIAR    FLOWERS. 

they  please,  tell  them  it  has  a  very  pretty  name 
with  a  very  pleasant  meaning. 

This  name  is  "corolla/'  and  means  "a  little  crown, 
or  garland." 

Ask  them  who  wear  crowns.  Kings  and  queens 
do,  and  May  queens  wear  garlands  of  bright  flowers. 
So  our  flower,  with  its  pretty  corolla,  its  "  little 
crown,"  must  be  somebody  very  important;  perhaps 
it  is  the  queen  of  the  whole  plant. 

Do  not  insist  upon  the  use  of  the  new  word  "co- 
rolla" to  the  exclusion  of  the  more  familiar  terms 
"flower  cup,"  "flower  bell,"  etc.,  but -add  it  to  the 
other  words.  With  a  pleasant  thought  about  the 
queen  and  her  garland  to  help  them,  the  children 
will  soon  find  the  new  word  as  familiar  as  the  old 
ones,  and  it  will  be  adopted  without  any  sense  of 
strangeness,  or  any  feeling  that  they  are  using  a 
meaningless  word. 

After  a  flower  part  has  been  thoroughly  looked 
at  and  the  children  are  acquainted  with  it,  then 
give  the  special  name  that  distinguishes  it. 

Be  sure,  however,  the  new  word  is  not  given  before 
the  child  is  perfectly  familiar  with  the  part  it 
applies  to. 


THE    MORNING-GLORY.  9 

SUMMARY. 

1.  The  flower  is  large  and  bright. 

2.  It  stands  up  above  the  surrounding  foliage. 

3.  Bees  visit  it. 

4.  It  has  a  certain  shape. 
• 

5.  Its  color  is  arranged  in  a  certain  way. 

These  are  the  facts  for  the  teacher  to  have  in 
mind  when  the  children  begin  to  look  at  the  flower. 
Every  one  of  them  is  of  vital  importance  in  the  life 
of  the  flower,  as  will  appear  later. 

Technical  term,  "corolla." 

If  it  is  impossible  for  the  teacher  to  go  to  the 
flower  with  the  children,  she  can  talk  to  them  about 
it  so  as  to  arouse  their  interest,  and  have  them  look 
at  it  out  of  school  hours  and  tell  her  next  day 
whether  it  stands  up  or  hides  under  the  leaves,  and 
about  the  length  of  the  flower  stems  ;  also  about  the 
form  and  color. 

Or,  with  a  good  deal  of  ceremony,  as  though  it 
were  an  important  and  honorable  mission,  one  or 
more  of  the  children  may  be  despatched  to  the 
flower  to  look  up  the  answers  to  these  questions. 

Have  the  rest  of  the  children  listen  to  the  report 
they  bring  back,  and  then  they  themselves  look  to 
see  if  it  is  correct.  In  this  way  it  is  possible  to 
arouse  in  the  whole  class  curiosity  concerning  the 


10  A    FEW   FAMILIAR    FLOWERS. 

flowers,  and  cause  the  children  to  look  at  them 
with  interest. 

If  it  is  impossible  for  the  teacher  to  go  with  the 
children  to  the  flower,  and  impossible  for  many  of 
the  children  to  see  the  flowers  growing,  as  in.  the 
city,  then  the  flowers  can  be  taken  to  school. 

Each  child  should  have  a  bottle  or  cup  of  water 
on  the  desk,  in  which  the  long  stem  of  the  flower 
can  be  put. 

Then  let  the  teacher  describe  as  vividly  as  pos- 
sible the  vine  growing  over  the  hedges,  or  if  it  is 
the  cultivated  morning-glory,  over  the  porch  or 
fence.  She  can  make  the  children  fairly  see  the 
bright  flowers  growing  up  above  the  vine.  Pictures 
are  a  help,  too. 

The  principal  thing  is  to  have  the  child  feel  that 
the  flower  is  alive,  that  it  does  things,  is  an  individ- 
ual like  the  rest  of  us. 

While  in  some  respects  the  bindweed  affords 
better  material  for  study,  the  morning-glory  is 
almost  as  good,  and  often  will  be  more  easily  ob- 
tained. The  colored  lines  on  the  morning-glory  are 
sometimes  not  quite  as  conspicuous  as  the  white 
ones  on  the  pink  bindweed,  but  they  are  sufficiently 
noticeable  and  should  always  be  dwelt  upon,  as  they 
are  important  in  the  history  of  the  flower. 


THE    MORNING-GLORY.  11 

The  beauty  of  this  work  depends  upon  the  skill 
of  the  teacher  in  leading  the  children  to  discover 
the  important  truths  for  themselves.  She  should 
never  tell  them  what  they  can  find  out  for  them- 
selves, but  should  help  them  to  find  it  out. 

Besides  talking  and  writing,  the  children  should 
frequently  try  to  draw  a  picture  of  their  flower. 

At  every  point  in  the  work  have  the  children  do 
as  much  talking  and  writing  and  drawing  as  pos- 
sible. 

Let  them  have  a  drawing  book  on  purpose  for 
their  plant  work;  or  a  few  pages  of  drawing  paper 
can  be  sewed  into  the  note  book,  which  in  this  case 
should  have  large  enough  pages  to  admit  of  a  good- 
sized  picture,  at  least  as  large  as  the  natural  object 
itself. 

Let  the  drawing  be  as  spontaneous  as  the  talking 
and  writing.  Let  the  children  try  to  make  as  good 
a  picture  of  the.  flower  as  they  can  without  fussing 
over  it. 

The  pictures  will  be  very  crude;  but  in  this 
case  they  are  only  used  as  another  method  of 
expression,  and  it  does  not  matter  how  crude  they 
are.  Do  not  try  to  have  them  draw  like  the 
pictures  in  a  book;  let  them  draw  just  the  way 
they  want  to. 


12 


A    FEW   FAMILIAR    FLOWERS. 


Nothing  fixes  the  form  of  an  object  so  firmly  as 
to  try  to  draw  a  picture  of  it.  Here  is  a  wild 
morning-glory  drawja  by  a  boy  nine  years  old. 


While  at  first  it  may  be  well  to  talk  of  the  "  wild 
morning-glory,"  as  that  is  its  name  to  the  child,  as 
soon  as  it  can  be  done  easily  and  naturally,  substi- 
tute the  name  "  bindweed."  Notice  how  the  plant 
twines  about  the  weeds  and  binds  them  together; 
for  this  reason  it  has  its  name.] 


NECTAR  AND   NECTARY. 


REVIEW  what  has  already  been  learned, 
emphasizing  the  more  important  ^g 
facts. 

Then,  if  the  work  can  be  done 
out  of  doors,  go  and  watch  the 
bees  enter  the  flowers. 

On  what  part  of  the  corolla  do 
they  alight? 

Almost  invariably  upon  the  white 
lines.  The  children  will  soon  discover 
this. 

In  the  morning-glory,  of  course,  the 
lines  leading  to  the  bottom  of  the  flower  are  not 
white,  but  are  different  in  color  from  the  rest  of  the 
corolla. 

Watch  the  bees  go  into  the  flowers.  See  where 
they  go:  down  to  the  very  bottom  of  the  corolla. 
What  do  they  go  for? 

Look  down  one  of  the  lines  into  the  bottom  of 
the  corolla.  At  its  foot  is  a  round  opening. 


13 


14  A    FEW   FAMILIAR    FLOWERS. 

Carefully  insert  the  end  of  a  slender,  round,  wooden 
toothpick  into  this  opening.  Turn  it  gently  around 
once  or  twice.  Then  withdraw  it  and  see  a  little 
moisture  on  the  tip.  Taste  this;  it  is  sweet.  It  is 
this  sweet  juice  that  the  bee  is  after.  She  puts  her 
long,  slender  tongue  through  the  round  opening  and 
sucks  out  the  juice;  then  she  takes  it  home  and 
makes  honey  of  it. 

The  children  will  discover  five  of  these  little 
honey  wells  at  the  bottom  of  each  flower  cup. 
They  are  more  easily  distinguished  in  the  bindweed 
than  in  the  morning-glory,  for  in  the  latter  the  open- 
ings are  partly  concealed  by  fine  white  hairs. 

Some  of  the  children  may  know  that  the  bees  get 
honey  from  the  flowers.  If  not,  the  teacher  may 
say  so.  Do  not  tell  the  child  what  he  can  find  out 
for  himself ;  on  the  other  hand,  do  not  fall  into  the 
absurdity  of  never  telling  him  anything.  Tell  him 
as  much  as  is  necessary  to  his  understanding  of  the 
matter  in  hand.  Wise  telling  is  as  valuable  in 
teaching  as  is  expert  u developing"  or  drawing  in- 
formation from  the  child  himself. 

If  the  child  knows  that  the  bee  sucks  honey  from 
the  flowers,  proceed  without  dwelling  upon  the  habits 
of  the  bee.  If  he  does  not  know,  and  has  never 
tasted  honey,  show  him,  if  possible,  a  piece  of  honey- 


THE    MORNING-GLORY.  15 

comb  and  let  him  taste  the  honey,  telling  him  how 
the  bee  thrusts  in  her  tongue  and  gets  the  juice  to 
make  this  delicious,  sweet  honey  from  the  flower; 
then  proceed. 

Since  the  insect  is  so  essential  to  the  life  of  the 
plant,  this  little  digression  is  necessary :  connect 
the  insect  life  with  the  plant  life  at  once.  They 
will  always  remain  associated  in  the  child's  mind, 
and  this  association  will  tend  to  the  better  compre- 
hension of  both. 

A  little  later  it  will  be  well  to  study  the  bee 
more  carefully,  but  at  this  point  a  due  recognition 
of  its  honey-making  habit  may  be  sufficient. 

SUMMARY. 

1.  Bees  visit  the  flower  to  get  honey. 

2.  The  honey  is  kept  at  the  bottom  of  the  corolla. 

3.  There  are  five  openings  through  which  the  bee  can  put  her 
tongue  to  get  honey. 

4.  The  white  lines  on  the  corolla  guide  the  insect  to  the  honey. 

The  teacher  should  use  her  judgment  as  to  how 
much  to  do  in  each  lesson.  The  present  book  is 
divided  into  subjects,  not  lessons.  One  subject  may 
require  several  lessons  or  it  may  be  finished  in  one, 
according  to  circumstances. 


16  A  FEW   FAMILIAR    FLOWERS. 

Have  the  children  tell  about  the  flower  and 
the  bees  in  their  own  words,  and,  if  able  to  write, 
write  the  story  in  their  own  way  in  their  flower 
books. 

If  the  children  cannot  go  to  the  flowers,  then  pro- 
vide them  in  the  schoolroom  as  before.  Tell  in  as 
graphic  a  way  as  possible  how  the  bees  go  to  the 
flower.  Ask  the  children  where  they  think  the  bees 
would  find  the  best  landing-place,  on  the  lines  or 
between  them.  Touch  the  flower  with  the  tip  of 
the  finger  and  find  it  is  firmer  on  the  lines  and 
easily  bends  between.  Find  the  honey  wells  with 
the  toothpick  as  before,  and  see  that  the  lines  lead 
to  them. 

Children's  compositions  tell  perhaps  better  than 
anything  else  the  kind  of  information  they  have 
been  extracting  from  their  work. 

The  following  efforts  at  expressing  what  has  been 
seen  are  offered  for  examination. 

1.  "The  morning-glory  has  a  flower  something 
like  a  bell.  .Only  it  has  five  scallops.  It  is  pink. 
There  is  a  white  path  down  the  middle  of  each 
scallop.  It  gets  wider  as  it  goes  in.  At  last  they 
all  run  together.  Then  it  is  all  white." 

With  the  exception  of  the  omission  of  too  many 
nouns,  a  scientist  need  not  be  ashamed  of  the  descrip- 


THE    MORNING-GLORY.  17 

tion.  Something  had  been  seen  and  accurately  ex- 
pressed in  the  child's  own  language. 

When  she  notes  its  scalloped  state,  and  says  there 
is  a  white  path  down  the  middle  of  each  scallop,  she 
has  done  better  than  any  botany  I  ever  read. 

Let  us  see  what  other  children  in  the  same  class 
have  written  about  the  morning-glory. 

2.  "The  morning-glory  has  white  paths.      It  is 
pink,  but  the  bees  run  in  on  the  paths.     I  saw  a  big 
fly  go  down  a  path." 

3.  "  The  morning-glory  has  pink  scallops.     It  is 
like  a  little  bell,  only  it  stands  up.     It  has  white 
paths  down  its  scallops.     Bees  tumble  down,  and 
when  they  get  to  the  end,  their  noses  are  in  the 
honey  pots." 

4.  "  There  are  five  wells  of  honey  at  the  bottom. 
You  can  see  them.     The  bees  know  it.     The  wells 
are  at  the  end  of  the  paths.     They  walk  the  paths 
and  suck  the  honey  through  their  noses." 

5.  "Bees  go  down  the  paths  and  suck  out  the 
honey.   They  put  it  in  their  combs.    Then  we  eat  it." 

6.  "Bees  have  little  tongues  to  stick  in  the  honey 
wells.      They  like  to.      They  tumble  all  over  the 
flower.     The  flower  likes  it." 

7.  "You  can  see  five  honey  wells.     Bees  stick  in 
their   tongue.      Teacher  stuck  in  a  toothpick.      It 


18  A    FEW   FAMILIAR    FLOWERS. 

tasted  sweet.     Kate  tasted  it.     Me  and  Tom  did  n't. 
She  said  it  was  sweet.     She  don't  lie.    It  was  there." 

8.  "  The  bees  suck  the  honey.      Flies   suck  the 
honey.      Bugs   suck   the   honey.      Butterflies   suck. 
Other  things  all   suck.     I  pulled  off  a  flower  and 
sucked  the  end.     It  was  sweet.     It  would  be  long  to 
get  enough." 

9.  "  The  bees  like  the  honey.     They  can  see  the 
morning-glory.     It  is  pink  and  stands  up.     It  can't 
snuggle  down;  it  sticks  out  so  you  can  see.    Its  stem 
is  short  when  it  is  on  top.     When  it  grows  under 
bushes,  stem  is  long.     It  must  come  up." 

10.  "The  morning-glory  stays  on  top.     It  climbs 
up  the  bushes.     The  flowers  always  stand  out.     It 
likes  to  be  seen.     It  is  pink  to  be  seen.     But  has 
white.     Bees  run  down  to  honey.     It  likes  bees.'* 

Since  the  flower  owes  its  beautiful  showy  cup  to 
the  visits  of  insects,  the  relation  between  insects  and 
flowers  cannot  be  ignored.  Besides,  it  is  one  of  the 
most  interesting  and  delightful  flower  facts  to  watch. 

Who  would  not  rather  know  that  the  bee  goes 
down  the  paths  to  get  honey  out  of  the  honey  cups 
at  the  bottom  of  the  flower  than  to  know  that  the 
flower  cup  is  called  a  "corolla"  in  the  botanies,  and 
that  the  corolla  of  the  morning-glory  is  said  to  be 
monopetalous  ? 


THE    MORNING-GLORY.  19 

After  the  facts  are  known  about  the  flower,  then, 
and  not  before,  the  technical  terms  may  be .  given 
without  destroying  the  child's  interest  in  the  flower 
life. 

When  the  children  are  familar  with  the  "  honey  " 
in  the  flowers,  tell  them  this  sweet  flower  juice  is 
called  "  nectar." 

If  they  know  anything  about  Jupiter  and  Venus 
and  Minerva  and  Cupid  and  the  other  gods  and 
goddesses,  tell  them  nectar  was  the  delicious  drink 
of  the  gods  on  Mt.  Olympus,  and  that  it  was  passed 
around  by  the  beautiful  Hebe,  goddess  of  youth  and 
spring,  until  her  place  was  taken  by  the  beautiful 
boy  Ganymede. 

The  flower  honey  was  named  "nectar"  after  this 
drink  of  the  gods. 

Wherever  possible,  relate  the  plant  study  to  litera- 
ture and  to  other  subjects  of  study.  Impress  upon 
the  young  minds  the  great  truth  that  all  knowledge 
and  all  life  are  interrelated ;  that  nothing  exists  by 
itself  alone,  but  that  each  thing  forms  a  part  of  one 
great  whole. 

The  little  cups  that  hold  the  nectar  are  called 
"  nectaries,"  which  means  "  nectar  holders." 

The  lines  or  guides  that  show  the  bee  the  way  to 
the  nectar  are  the  "nectar  guides,"  or  "pathfinders." 


20  A    FEW    FAMILIAR    FLOWERS. 

Have  the  children  write  in  their  books  not  only 
the  descriptions  of  the  flowers,  but  any  observations 
they  choose  to  make  about  them.  Encourage  refer- 
ences to  mythology  or  history,  or  anything  else  sug- 
gested by  the  plant  study.  Make  the  little  book  a 
literary  effort  as  well  as  a  scientific  treatise. 

Have  it  illustrated  by  drawing,  as  far  as  possible, 


THE    STAMENS. 

REVIEW  the  work  already  done.  The  review 
should  precede  each  new  lesson,  as  a  rule,  and 
should  grow  briefer  each  time. 

That  is,  the  attention  should  be  more  and  more 
concentrated  upon  the  essential  facts,  until  finally 
they  alone  are  mentioned.  In  this  way  the  principal 
points  of  the  work  from  the  very  beginning  can  be 
kept  fresh  in  the  mind  and  by  constant  repetition 
fastened  there. 

If  the  children  have  the  privilege  of  watching  the 
flowers  out  of  doors  they  will  not  be  long  in  dis- 
covering that  the  bees  get  something  from  them 
besides  honey. 

If  they  do  not  see  it,  the  teacher  can  ask  them  to 
watch  closely  and  see  if  the  bee  gets  anything  else. 
They  will  soon  discover  the  white  powder  which 
dusts  the  bee's  breast  and  legs,  and  which  she  gets 
from  what  one  of  the  children  called  the  "clapper" 
in  the  flower  bell. 

The  bee  can  be  watched  as  she  climbs  up  the 
"  clapper  "  and  at  the  top,^^jti5l^^kite  dust,  which 

/     21        OF  THE     '      "\ 

f   UNIVERSITY  , 


22  A    FEW   FAMILIAR    FLOWERS. 

she  rubs  closely  against  the  hairs  of  her  breast  or 
makes  into  little  balls  on  her  legs. 

What  does  she  do  with  it  ? 

She  takes  it  home  and  makes  it  into  beebread  to 
feed  the  young  bees.  She  eats  beebread  herself 
sometimes,  and  so  do  the  other  bees  that  live  in  the 
hive.  So  this  white  dust,  is  the  bee's  flour.  We 
see  that  the  bee  gets  both  bread  and  honey  from 
the  flowers. 

Now  let  us  see  just  where  Lady  Bee  gets  her  flour. 

The  children  can  watch  her  climb  up  the  pillar  in 
the  middle  of  the  blossom  and  at  the  top  find  the 
bags  of  flour. 

The  bee  does  not  carry  off  the  bags,  but  with  her 
feet  scrapes  out  the  flour.. 

How  many  of  these  flour  bags  are  there  ?  There  are 
|:.five,  each  placed  at  the  top  of  a  slender  white  stalk. 

These  stalks,  or  poles,  or  stems,  as  the  children 
may  call  them,  are  stacked  about  a  central  column, 
which  is  stouter  and  taller  than  they,  and  ends  in 
a  sort  of  roughish  knob.  It  may  be  necessary  to 
pick  the  flower  from  the  vine  in  order  to  see  these 
parts  distinctly,  though  if  the  whole  work  can  be 
done  without  picking  it,  that  is  by  far  the  better 
way.  The  stamens  can  be  studied  in  a  corolla  that 
has  closed  or  fallen  from  the  vine. 


THE    MORNING-GLUEY.  23 

When  the  children  are  familiar  with  the  idea  and 
appearance  of  the  bee  flour,  the  teacher  may  tell 
them  its  name  is  "  pollen  "  and  that  "  pollen  "  comes 
from  a  Greek  word  meaning  "  fine  flour." 

When  they  are  perfectly  familiar  with  the  little 
pollen  bags,  tell  them  they  are  called  "anthers." 

The  stalk  which  holds  the  anther  is  a  "filament." 
It  is  something  like  a  thread,  and  "  filament "  means 
"  a  thread." 

Anther  and  filament  together  form  a  "  stamen." 

SUMMARY. 

1.  Bees  find  flour  as  well  as  honey  in  the  blossom. 

2.  This  flour,  or  "pollen,"  is  kept  in  five  little  bags  at  the  top 
of  slender  columns,  or  "  filaments,"  which  the  bees  climb. 

3.  There  is  a  stouter,  longer  central  column,  use  not  yet  known. 

If  the  children  have  the  flowers  in  the  schoolroom 
the  teacher  will  have  to  work  upon  their  imagina- 
tions to  explain  about  the  bee.  She  can  "  make 
believe"  to  good  advantage  here. 

66  Make  believe  "  can  be  a  valuable  friend  in  teach- 
ing children  —  or  anybody  else. 

Make  believe  the  end  of  the  little  finger  is  the 
bee.  Gently  rub  it  against  the  center  of  the  flower. 
See  the  white  dust  adhering  to  it.  Find  out,  as 


24  A   FEW  FAMILIAR   FLOWERS. 

before,  where  this  white  dust  comes  from.  The 
teacher  will  have  to  tell  how  the  dust  clings  to  the 
hairy  body  of  the  bee  and  how  some  bees  roll  it 
up  into  little  balls  on  their  legs.  Pictures  of  bees 
will  be  a  help  here. 

A  short  digression  upon  the  habits  of  bees  will 
be  valuable  at  this  point.  It  deepens  the  interest 
in  both  bee  and  flower. 

If  the  teacher  can  procure  some  honey  and  bee- 
bread  to  show  the  children,  it  will  add  greatly  to 
their  pleasure. 

Bees  and  flowers,  let  it  be  repeated,  are  so  inti- 
mately related  in  reality  that  they  should  be  closely 
united  in  the  child's  thought. 

The  interdependence  of  bees  and  flowers  is  a  very 
beautiful  thought  to  give  the  child.  The  bee  can- 
not live  without  the  flowers;  from  them  it  gets  its 
food.  Later  it  will  be  seen  that  the  flowers  are 
almost  as  dependent  upon  the  bees  as  the  bees  are 
upon  them. 

They  owe  their  lives  to  each  other. 

Nothing  in  Nature  is  isolated. 

One  form  of  life  is  always  intimately  connected 
with  other  forms  and  dependent  upon  them  for 
existence.  It  helps  others  and  others  help  it.  This 


THE    MORNING-GLORY.  25 

great  and  important  truth  should  be  placed  deep 
in  the  child's  mind  from  the  very  beginning  of 
his  nature  study.  It  cannot  be  too  often  insisted 
upon. 

The  pollen  and  the  bees  make  delightful  subjects 
for  the  children  to  write  about. 

It  will  not  be  necessary  to  interrupt  the  regular 
plant  lessons  very  long  at  a  time  in  order  to  do 
justice  to  the  bee ;  occasionally,  as  opportunity  offers, 
read  and  talk  about  the  bees. 

[Read  "The  Bee  People."] 

When  the  parts  of  the  flower  are  known  it  is  a 
great  help  to  the  memory  to  place  them  in  tabular 
form.  Schedule-making  may  perform  an  important 
office  hi  education,  but  it  should  not  be  allowed  to 
usurp  the  place  of  observation  and  description.  It 
is  a  temptation  to  some  minds  to  tabulate  facts 
almost  before  they  are  learned;  but  with  begin- 
ners, particularly  with  young  children,  the  facts 
should  not  be  memorized  from  the  table,  but 
the  table  should  be  formed  from  a  knowledge  of 
the  facts. 

When  the  stamens  have  been  studied  and  talked 
about,  their  parts  can  be  arranged  in  a  concise  and 
orderly  manner  in  the  form  of  a  little  table,  which 
will  help  fix  them  in  the  mind. 


26  A   FEW  FAMILIAR   FLOWERS. 

And  so  with  each  set  of  organs  as  they  are  stud- 
ied.    But  be  careful  not  to  do  this  too  soon. 

f  anther  —  pollen. 
Stamen  \ 

[  filament. 


SOME   HABITS   OF   THE   FLOWER. 


The  way  the  flower 
does  not  stand. 


NOTICE  the  attitude  of  the  flower. 
Does  it  stand  upright,  looking  up  to 
the  sky?     No,  it  does  not  look  straight 
up  to  the  sky.     If  it  did,  the  bee  could 
not^find  so  convenient  a  landing-place.    Its 
face  is  turned  a  little  to  one  side;  thus  the  bee 
has  a  floor  to  light  upon,  and  when  it  rains 
the  water  will  be  less  likely  to  get  into  the 
flower. 

At  what  time  of  day  is  the  flower  open  ?     When 
does  it  close  ?     Does  the  same  flower 
open  twice  ? 

The  children  will  notice  at 
once   that  the  flower   opens 
in   the  morning    and    closes 
towards  night.    They  can  easily  dis- 
cover  by   marking    several   flowers 
that  they  do  not  reopen. 

If    they  cannot    watch    the    growing 
flowers   the  teacher   again  will  have  to 
tell  them.     The  flowers  in  their  bottles  will  close 


The  way 
it  does 
stand. 


27 


28 


A    FEW   FAMILIAR    FLOWERS. 


and  not  reopen,  and  this  makes  a  good  starting-point 
for  the  teacher's  story.  She  can  tell  them  that  the 
flowers  on  the  vine  close  in  the  same  way  and  soon 
wither  and  fall  off. 

Let  the  children  open  some  of  these  withered 
flowers.  They  will  find  the  fine  stamens  attached 
by  their  filaments  to  the  inside  of  the  flower. 

The  anthers  are  withered  and  empty. 

But  what  has  become  of  the  stout  central  column? 

That  is  not  in  the  withered  flower. 

Look  on  the  vine  and  you  will  find  it.  When 
the  rest  of  the  flower  fell  off  that  remained  on  the 
vine. 

Or,  in  the  case  of 
the    plucked    flower, 
it  will    be  found  at- 
tached   to    the   flower 
stem. 

In  the  bindweed  two 
green  leaves  cover  its  lower 
part.  Gently  push  these  to 
one  side  and  within  you  will 
see  the  bottom  of  the  central 
column. 

In  the  morning-glory  there 
are  no  green  leaves  to  conceal  it.    MOKNlir°-GLORT- 


THE    MORNING-GLORY.  29 

This  bottom  is  roundish  and  keeps  on  growing. 
Look  for  different  stages  of  these  roundish  objects. 
It  soon  becomes  evident  that  they  are  nothing  more 
nor  less  than  the  young  seed-pods.  Or  this  pod  may 
be  called  the  nest  that  holds  the  eggs,  for  the  seeds 
are  the  eggs  of  the  plant. 

Or  it  may  be  called  the  cradle  that  holds  the  seed- 
babies. 

The  children  like  this  view  of 
it,  and  it  is  true  and  good. 

The  seeds  are  the  plant's  babies, 
and  they  lie  in  this  snug  cradle 
rocked  by  the  wind.1 

At  first  the  seeds  are  very,  very 
small.  So  small  they  can  hardly  be 
seen.  They  are  soft,  too,  and  white. 

These  facts  about  the  seeds  the 
teacher  can  tell  to  the  younger 
children  instead  of  having  them  pull 
the  flower  to  pieces  to  find  the  little 
seeds.  The  ovary  is  too  small  for 
little  folks  to  work  with  to  advantage,  and  all  wanton 
or  useless  mutilation  of  the  flower  should  be  carefully 
avoided.  Teach  the  children  to  respect  the  life  of 
even  a  flower. 

1  See  "Seed-Babies."     Ginn  &  Company. 


30'  A    FEW   FAMILIAR    FLOWERS. 

The  older  pods  can  readily  be  examined,  and  at 
this  season  of  the  year  there  will  be  ripe  ones  split- 
ting open  to  let  the  seeds  out.  By  examining  these 
older  pods  the  children  can  get  at  the  principal  fact 
of  the  ovary,  —  that  it  is  the  receptacle  of  the  seeds. 

SUMMARY. 

1.  Position  of  the  flower. 

2.  The  flower  opens  in  the  morning,  closes  in  the  afternoon,  soon 
fades  and  falls,  leaving  the  seed-pod  on  the  vine  to  continue  grow- 
ing. 

3.  The  stamens  are  attached  to  the  inside  of  the  corolla,  and  fall 
when  it  does. 

If  the  children  have  the  flowers  in  the  schoolroom 
instead  of  seeing  them  in  their  natural  position,  the 
flowers  can  be  left  in  the  bottles  of  water  until  the 
cups  fall  off,  when  they  can  be  examined  as  above. 

The  teacher  should  then  supply  seed-pods  in  differ- 
ent stages  of  development  for  them  to  look  at. 

Here,  too,  is  charming  material  for  the  children  to 
use  in  writing,  and  here  is  opportunity  for  profuse 
illustration. 

Do  not  neglect  the  drawing.  Children  become  very 
skillful  in  expressing  themselves  by  means  of  pictures, 
even  when  they  are  not  taught  how  to  draw.  Possi- 
bly it  is  better  not  to  teach  them ;  simply  encourage 
them  to  try. 


THE   PISTIL. 


WHEN  the  flower  cup  fell  off  there  remained  the 
central  column  with  the  seed-cradle  at  its  base. 

What  surrounds  the  seed-cradle  ? 

The  children  will  discover  a  little  green  cup  with 
five  divisions. 

This  clings  closely  to  the  seed-cradle,  as  though  to 
hide  and  protect  it. 

Before  the  flower  falls  this  green  cup  may  be  seen 
surrounding  the  lower  end  of  the  flower  tube. 

In  the  morning-glory  this  green  cup  is  very  notice- 
able ;  in  the  bindweed  it  is  hidden  by  the  two  leaf- 
like  "bracts  "  which  have  to  be  turned  back  to  show 
it. 

This  little  green  cup  is  called  the  "calyx."  1  The 
word  "  calyx  "  means  to  conceal,  to  cover,  and  this 
green  calyx  conceals  or  covers  the  seed-cradle  very 
nicely. 

The  five  separate  parts  of  the  calyx  are  called 
"  sepals." 

1  See  Flowers  and  their  Friends  :  "  The  Morning-Glory  Calyx." 

31 


32  A    FEW   FAMILIAR    FLOWERS. 

Here  the  teacher  may  call  attention  to  the  recur- 
rence of  the  number  five  in  the  flower  parts. 

Ask  the  children  what  parts  of  the  flower  are  in 
fives. 

They  will  remember  there  were  five  pathfinders  or 
nectar  guides  leading  down  to  five  honey  pots  or 
nectaries,  five  stamens  with  their  flour  bags  or  an- 
thers, and  now  five  parts  to  the  calyx. 

The  flower  seems  to  like  the  number  five.  A 
great  many  flowers  like  it,  as  they  will  learn  later. 

Look  at  the  long  column  at  whose  base  is  the  seed- 
cradle.  This  long  white  column  has  a  sort  of  knob 
at  the  top. 

SUMMARY. 

1.  The  seed-cradle  is  surrounded  by  a  green  cup  of  five  divisions  : 
Calyx-sepals. 

2.  The  flower  has  five  divisions  in  several  of  its  parts. 

3.  The  seed-cradle  is  surmounted  by  a  long  column  bearing  a  knob 
at  the  top. 

A  few  lessons  may  now  well  be  devoted  to  the 
beautiful  care- the  plant  takes  of  its  seed-children. 

In  what  part  of  the  flower  are  the  seeds  ? 

They  are  right  at  the  center,  where  they  can  best 
be  surrounded  and  protected. 

The  central  part  with  the  seed-case  at  its  base  is 
the  mother  part  of  the  flower. 


THE    MORNING-GLORY.  33 

Do  you  think  the  flower  is  glad  to  have  the  little 
seed -children  at  its  heart  ? 

What  beautiful  object  has  it  put  about  them? 

The  bright  corolla  is  there  for  the  sake  of  the 
little  seeds.  The  plant  loves  these  seed-children  so 
well,  it  wears  this  lovely  bright  crown  for  them. 

And  when  the  pretty  corolla  falls  off  there  remains 
the  stout  green  calyx,  which  we  scarcely  noticed  be- 
fore, to  wrap  them  up. 

The  seed-children  must  grow  now  and  be  left  in 
peace  and  safety  to  do  it,  so  the  bright  corolla  that 
told  the  bees  and  everybody  that  the  little  seed- 
children  were  beginning  to  grow  falls  off.  The  seed- 
children  do  not  want  the  bees  or  other  insects  to 
touch  them.  In  their  little  green  house  one  would 
pass  them  by  and  not  notice  them  among  the  green 
leaves. 

After  awhile  their  pods  turn  brown  and  look 
withered  and  dry,  and  nobody  would  think  of  pick- 
ing them,  and  few  insects  would  think  of  eating  such 
dry,  juiceless,  dead  things.  All  this  time  the  little 
seed-babies  are  laughing  in  their  sleeves,  for  they 
know  they  are  not  dry  and  dead,  but  as  alive  as 
can  be. 

The  seed-pods  in  all  their  different  stages  can 
easily  be  procured  in  the  fall  of  the  year. 


34  A    FEW   FAMILIAR    FLOWERS. 

The  story  of  the  mother  part  of  the  flower  with 
her  seed-babies  should  be  told  and  retold  with  all  the 
charm  and  ingenuity  of  detail  the  teacher  is  capable 
of  giving  to  it. 

The  children  should  tell  it  and  write  it  until  it  is 
as  familiar  and  dear  to  them  as  is  the  story  of  "  Red 
Riding  Hood"  or  of  the  "  Sleeping  Beauty." 

The  teacher  can  make  motherhood  lovely  and 
charming,  and  develop  a  reverence  for  it  in  the 
flower  life  which  will  have  an  effect  upon  the  child's 
thought  of  maternity  throughout  his  whole  life. 
Here  is  offered  to  the  wise  teacher  a  beautiful  possi- 
bility and  a  grave  responsibility. 

With  little  children  the  facts  of  the  plant's  mater- 
nity can  be  given  in  the  form  of  a  story.1 

Stories  can  be  composed  by  the  teacher,  and  the 
children  themselves  will  oftentimes  write  very  pretty 
stories  about  the  mother  part  of  the  flower,  and  the 
tender  care  and  love  she  bestows  upon  her  seed- 
babies. 

Sufficient  time  should  be  spent  upon  this  subject 
to  make  it  perfectly  clear  and  familiar  to  the  chil- 
dren. 

Probably  it  will  require  several  talks. 

1  See  Flowers  and  their  Friends:  "The  Morning-Glory's  Seed- 
Babies." 


THE    MORNING-GLORY.  35 

When  the  children  are  quite  familiar  with  the  idea 
of  the  central  column  with  its  enlarged  base  being 
the  mother  part  of  the  plant,  and  after  they  have 
talked  about  it  and  listened  to  stories  so  as  to  get  a 
sweet  sense  of  the  motherhood  of  their  pretty  flower , 
tell  them  the  mother  part  of  the  plant  is  called  the 
"  pistil."  Be  sure  they  get  the  idea  of  motherhood 
firmly  established  before  giving  them  this  name  ;  for, 
unfortunately,  it  conveys  no  pleasant  meaning,  the 
pistil  being  so  named  solely  because  of  its  external 
form,  it  being  supposed  to  resemble  in  shape  a  pestle, 
or  pistillum,  as  it  is  called  in  Latin,  by  which  drugs 
are  ground  in  a  mortar. 

The  technical  name  of  the  little  undeveloped  seeds 
is  better  chosen,  for  they  are  called  "ovules,"  "ovule" 
meaning  "little  egg,"  and  these  seedlets  or  ovules 
are  the  starting-point  of  the  seeds,  the  eggs  of  the 
plant,  from  which  the  young  plants  will  some 
day  hatch  out. 

The  cradle  where  the  ovules  lie  is  the 
"  ovary." 

The  stalk  that  goes  up  from  the  top  of  the 
ovary  is  the  "  style,"  and  the  knob  at  the  top  is 
the  "  stigma."  f\  OVARY. 

Give    these    words    one    at    a   time,    adding      w   2i™vidlee.8 
a  new   one   only  after   the   children   are  perfectly 


STTLB. 


36  A    FEW   FAMILIAR    FLOWERS. 

familiar  with  those  they  already  have,  and  use  them 
as  readily  as  they  use  their  own  everyday  words. 

Do  not  as  a  rule  insist  upon  the  use  of  the  new 
words,  but  gradually  and  naturally  substitute  them 
for  the  old  ones. 

Learned  in  this  way,  scientific  terms  lose  all  their 
ugliness  and  difficulty. 

Wherever  possible,  give  the  derivation  of  the  new 
word  used  and  its  literal  meaning.  Make  the  botany 
lesson  a  language  lesson  as  well. 

Where  the  derivation  is  uninteresting  or  obscure, 
pass  on  without  noticing  it,  merely  giving  the  name 
arbitrarily.  For  instance,  "pollen"  means  "fine 
flour."  This  is  interesting,  and  to  know  it  helps 
fix  the  word  in  the  memory.  On  the  other  hand, 
the  literal  meaning  of  "  pistil "  is  not  particularly  in- 
teresting, and  does  not  fix  in  the  mind  an  image  of 
anything  vital  to  the  flower ;  so  it  would  be  as  well, 
particularly  with  the  younger  children,  not  to  notice 
its  derivation. 

The  teacher  herself  should  know  the  exact  mean- 
ing of  every  word  used.  Most  of  them  will  be  found 
in  the  glossary  at  the  end  of  this  book,  or,  failing 
that,  in  any  good  dictionary. 


THE    MORNING-GLORY.  37 


SUMMARY. 

1.  The  seed-children  :  Their  position  at  the  center  of  the  flower. 

2.  The  mother  part  of  the  plant :     a.  The  care  she  takes  of  the 
seed-children,     b.    The  things  she  does  for  them. 

3.  Stories  about  the  mother  and  the  seed-children  :  Pistil  —  ovary, 
style,  stigma. 

SCHEDULE  OF  FLOWER  PARTS. 

Corolla. 
Calyx  —  sepals. 

{anther  —  pollen, 
filament. 

f  stigma. 
Pistil    J  style. 

I  ovary  —  ovules. 

The  stem  of  the  flower  is  called  the  "peduncle." 
It  comes  from  the  Latin  pedunculus,  a  little  foot, 
and  forms  the  "foot"  or  support  of  the  flower. 

Introduce  this  word,  not  at  the  first  lessons  per- 
haps, but  later  when  the  children  have  grown 
familiar  with  the  use  of  technical  terms,  and  when 
occasion  arises  to  speak  of  the  flower  stem. 


FERTILIZATION. 


THE  children  are  now  ready  to  be  told  the  use  the 
flower  makes  of  the  pollen  it  so  generously  bestows 
upon  the  bees  for  their  beebread. 

Review  particularly  at  this  point  the  story  of  the 
pollen,  where  the  bees  get  it  and  how  they  get  it. 

Have  the  children  notice  again  that  the  anthers 
are  below  the  stigma. 

The  flower  does  not  make  the  pollen  for  the  bees 
alone.  It  makes  it  for  its  seed-children  or  ovules  as 
well. 

The  ovules  need  the  pollen.  If  they  did  not  get 
it  they  would  not  be  able  to  change  into  true  seeds. 
For  at  first  they  are  not  perfect  seeds,  and  without 
the  pollen  they  would  never  come  to  be  perfect,  but 
would  wither  and  die  and  soon  fall  from  the  vine. 

The  pollen  wants  to  get  to  the  ovules  quite  as 
much  as  they  want  to  have  it. 

Pollen  is  made  up  of  very  small  grains.  These 
grains  are  so  small  that  they  can  only  be  seen  by 
means  of  a  magnifying  glass.  But  these  tiny  grains 
are  alive.  If  a  pollen  grain  can  join  an  ovule,  both 


THE    MORNING-GLORY.  39 

of  them  will  live  and  form  a  seed.  But  if  the 
pollen  grain  cannot  join  an  ovule,  both  must  die. 

There  is  only  one  pathway'from  the  outside  world 
to  the  ovary  where  the  ovule  lies.  The  entrance  to 
this  path  is  in  the  stigma. 

The  style  is  hollow,  or  at  least  of  such  loose 
material  that  an  object  if  small  enough  can  pass 
through  it. 

So  the  first  thing  the  pollen  grain  has  to  do  is  to 
find  its  way  to  the  stigma. 

How  can  it  do  this  when  it  is  placed  beloiv  the 
stigma  ? 

It  cannot  walk  nor  fly  nor  climb.  If  it  were 
above  the  stigma  it  might  drop  down  upon  it.  But 
as  it  is  below  the  stigma,  if  it  fell  it  would  drop  into 
the  bottom  of  the  flower  cup  and  be  farther  away 
than  before. 

What  is  it  to  do  ? 

The  anther  ripens  and  opens  and  the  pollen  grains 
cover  the  outside  like  fine  white  dust. 

A  bee  enters  the  flower,  and  in  doing  so  brushes 
her  hairy  body  against  the  floury  anther,  and  the 
pollen  grains  are  rubbed  off  and  carried  about  by 
her. 

In  passing  from  flower  to  flower  the  bee  very 
often  touches  her  body  against  the  stigmas. 


40         .        A    FEW   FAMILIAR    FLOWERS. 

When  the  pistil  is  ripe  the  stigma  is  sticky,  and 
when  a  pollen  grain  on  the  bee's  body  touches  this 
sticky  stigma  it  sticks  fast.  This  is  just  what  both 
pistil  and  pollen  grain  want. 

Once  on  the  pistil,  the  substance  of  the  pollen 
grain  passes  down  through  the  style  to  the  ovary, 
where  it  unites  with  an  ovule,  thus  giving  it,  as 
we  may  say,  extra  vitality.  When  the  pollen  has 
joined  the  ovule,  the  ovule  begins  to  change  into  a 
seed.  The  ovule  could  not  become  a  seed  without  it. 

The  union  of  pollen  and  ovule  is  called  "  fertiliza- 
tion." 

When  a  flower  has  been  "fertilized  "  it  is  able  to 
perfect  its  seeds,  and  not  otherwise.1 

So  now  we  understand  why  the  flower  loves  the 
bee.  She  carries  pollen  to  the  stigma  and  so  makes 
fertilization  possible. 

In  order  to  entice  the  bee  the  flower  makes  a 
great  deal  of  pollen  that  she  may  have  food.  It 
also  secretes  honey  to  coax  her  to  visit  it.  Even 
the  bright  corolla  was  made  by  the  flower  to  attract 
the  attention  of  flying  insects. 

Bees  are  not  the  only  insects  that  visit  the  morn- 
ing-glory, but  they  are  the  ones  that  come  oftenest 
and  do  it  the  most  good.  If  the  morning-glories  are 

1  See  Flowers  and  their  Friends. 


THE    MORNING-GLORY.  41 

watched,  many  kinds  of  bees  will  be  seen  coming  to 
them,  some  being  too  small  to  dust  the  stigma  as 
they  pass  in  and  out  of  the  flower. 

Large  flies,  too,  will  be  found  visiting  the  flower 
for  both  honey  and  pollen,  and  fertilizing  it  the 
same  as  the  bees  do. 

Some  kinds,  of  small  flies  light  on  the  stigma  and 
crawl  down  to  the  anthers  to  eat  the  pollen.  They 
of  course  aid  in  fertilization,  as  they  carry  the  pollen 
of  one  flower  to  the  stigma  of  another. 

Beetles,  too,  are  sometimes  seen  in  the  morning- 
glories,  eating  the  pollen  and  even  the  anthers. 

It  will  be  found  that  many  insects  visit  our  flower 
in  the  course  of  a  day. 

Only  a  few  grains  of  pollen  are  needed  by  the 
flower  itself,  but  to  insure  the  contact  of  a  few  with 
the  stigma,  it  is  necessary  for  the  flower  to  produce 
a  great  many;  so  thousands  of  grains  are  formed  in 
order  that  the  insect  may  not  fail  to  give  the  flower 
what  it  needs.  Sometimes  the  insect  enters  and 
leaves  a  flower  without  touching  the  stigma  at  all; 
but  as  many  insects  visit  the  same  flower  in  the 
course  of  a  day,  some  of  them  will  be  sure  to 
fertilize  it,  since  there  is  such  an  abundance  of 
pollen  that  even  the  last  comer  will  be  sure  to  get 
dusted  by  it. 


42  A    FEW   FAMILIAR    FLOWERS. 

SUMMARY. 

1.  The  pollen  is  necessary  to  the  formation  of  seed. 

2.  Its  method  of  getting  to  the  ovule. 

3.  Its  abundance. 

In  connection  with  this  work  the  teacher  may  add 
that  the  flower  prefers  the  pollen  of  a  stranger  plant ; 
that  is  why  the  anthers  are  below  the  stigma.  It  is 
not  desirable  that  the  pollen  fall  upon  and  fertilize 
its  own  stigma.  It  is  better  for  pollen  to  be  brought 
from  another  flower.  The  insect  in  flying  from 
flower  to  flower  is  very  apt  to  dust  the  stigma  with 
pollen  from  another  morning-glory.  This  kind  of 
fertilization  is  called  "  cross-fertilization,"  and  makes 
stronger  seeds  than  those  that  result  from  the  fer- 
tilization of  a  plant  by  its  own  pollen,  a  process 
known  by  the  name  of  "self-fertilization." 

It  is  not  impossible  for  the  morning-glory  to 
fertilize  itself,  as  the  uppermost  stamen  reaches 
nearly  to  the  stigma  sometimes,  and  the  moving  of 
the  flower  in  the  wind  may  lodge  grains  of  pollen 
upon  the  stigma.  In  some  cultivated  flowers  the 
stamens  reach  above  the  stigma,  or  sometimes 
enclose  it.  Also  when  the  corolla  falls  it  may 
happen  that  a  few  grains  of  pollen  will  touch  the 
stigma  and  so  fertilize  it ;  but  this  happens  only 


THE    MORNING-GLORY.  43 

when  the  flower  has  not  already  been  cross-fertilized, 
for  after  it  is  once  fertilized,  pollen  has  no  further 
effect  upon  it. 

You  see  this  flower  has  a  chance  to  become  ferti- 
lized in  case  the  insects  fail  it,  for  no  matter  how 
much  it  may  desire  cross-fertilization,  it  is  better  for 
it  to  be  self-fertilized  than  not  fertilized  at  all. 

At  her  discretion  the  teacher  may  tell  the  children 
that  the  stamen  is  the  father  part  of  the  plant,  just 
as  the  pistil  is  the  mother  part. 

The  stamens  help  care  for  the  seed-children  so 
they  can  become  strong  seeds. 

If  skillfully  done,  there  is  no  such  beautiful  in- 
troduction to  sex  life  a.s  is  offered  by  the  world  of 
flowers. 

The  teacher  can  impress  upon  the  young  minds  a 
sense  of  beauty  and  reverence  for  motherhood  and 
fatherhood  that  will  tend  to  keep  the  heart  pure 
and  the  mind  rightly  attuned  to  understand  the 
great  and  beautiful  mysteries  of  sex  life  that  are 
later  to  unfold. 

Make  the  birth  of  these  seed-children  a  beautiful 
mystery. 

Right  here  among  the  flowers  lay  the  foundation 
for  right  thinking  in  regard  to  the  most  important 
function  of  life. 


44  A    FEW    FAMILIAR    FLOWERS. 

The  subject  of  inheritance  may  here  be  discussed. 

If  the  seeds  grow  on  a  vine  bearing  purple  flowers 
and  round  leaves,  the  vines  that  come  from  these 
seeds  will  probably  have  round  leaves  and  purple 
flowers.  That  is,  the  children  of  the  vine  will 
resemble  the  parent  vine. 

The  seeds  remember  and  make  new  vines  just  like 
the  parent  vines. 

But  sometimes  the  seeds  from  a  round-leaved, 
purple-flowered  vine  may  grow  into  a  vine  having 
leaves  of  another  shape  and  flowers  of  another  color. 

How  can  you  account  for  this  ? 

You  must  know  that  the  seed-children  inherit 
their  nature  from  father  as  well  as  from  mother. 
Now  if  the  pollen  or  father  part  came  from  another 
vine  with  different  leaves  and  flowers,  the  seeds 
would  be  partly  like  the  father  and  partly  like  the 
mother ;  just  as  the  children  in  a  family  take 
after  the  mother  sometimes,  and  sometimes  after 
the  father. 


Reproduction  and  inheritance  are  the  two  most 
important  factors  in  the  development  of  life. 

Every  one  now  knows  that  plants  as  well  as  ani- 
mals increase  by  sexual  reproduction. 


THE    MORNING-GLORY.  45 

Flowers  contain  both  male  and  female  organs,  and 
have  a  sort  of  family  life.  The  stamens  are  the  male 
part  of  the  flowers  and  the  pistil  the  female  part. 

The  stamens  and  pistil  in  the  same  flower  stand 
in  the  relation  of  brothers  and  sisters  to  each  other. 
Just  as  it  is  not  desirable  for  brothers  and  sisters  in 
the  higher  life  to  intermarry,  so  it  is  not  desirable 
in  plants,  and  they,  as  a  rule,  employ  some  device  to 
prevent  it. 

In  the  case  of  our  morning-glory,  the  position  of 
the  stamens  with  regard  to  the  pistil  is  the  plan 
used. 

Most  plants  will  accept  their  own  pollen  rather 
than  not  set  seeds  at  all,  and  for  a  few  generations 
self-fertilization,  or  intermarriage  as  it  would  be 
called  in  the  higher  life,  in  many  plants  seems  to  do 
no  harm. 

A  few  plants  are  so  constructed  that  they  cannot 
possibly  fertilize  themselves,  and  others  again  are  so 
formed  that  they  cannot  be  fertilized  except  by  their 
own  pollen. 

Cross-fertilization,  however,  seems  necessary  at 
least  occasionally,  in  most  species,  to  preserve  the 
vigor  of  the  plant. 

Suppose  a  flower  were  to  receive  pollen  from  a 
different  species,  what  then  would  happen  ? 


46  A    FEW   FAMILIAR    FLOWERS. 

If  a  lily  were  dusted  with  rose  pollen,  for  instance, 
we  might  expect  as  a  result  seeds  which  would  grow 
into  strange  lily-rose  plants.  But  this,  as  we  know, 
does  not  occur.  A  flower  cannot  be  fertilized  by 
the  pollen  from  a  flower  of  a  different  family. 

It  affects  it  no  more  than  if  it  were  so  much  dust. 

The  subject  of  reproduction  is  one  of  the  most 
important  facts  of  plant  life,  and  too  much  skill  can- 
not be  exercised  in  conveying  it  to  the  child. 

Of  course  he  will  not  understand  it  fully,  nor  is 
it  necessary  he  should. 

Let  him  get  clearly  fixed  the  idea  that  the  pollen 
unites  with  the  ovule  to  form  the  seeds ;  that  both 
pollen  and  ovules  are  alive  and  anxious  to  grow; 
that  they  cannot  grow  without  union  with  each 
other ;  that  both  have  the  power  of  transmitting  the 
characteristics  of  the  plant  they  came  from. 

Here  are  involved  the  two  greatest  factors  in  the 
development  of  life,  —  reproduction  and  inheritance.. 

Since  sexual  reproduction  is  the  method  of  all  the 
higher  life,  whether  plant  or  animal,  that  it  be 
rightly  understood  and  reverenced  is  one  of  the  most 
important  matters  in  the  life  of  every  individual. 

Where  more  beautifully,  simply,  and  easily  can 
this  great  subject  be  introduced  to  the  child  than 
through  his  study  of  flowers  ? 


THE    MORNING-GLORY.  47 

Later,  when  it  becomes  necessary  to  explain  to 
him  certain  facts  in  animal  life,  reference  to  the 
flower  life  with  which  he  is  already  familiar  will 
make  vastly  more  easy  the  more  difficult  subject. 

So,  although  the  child  cannot  yet  understand  fully 
the  meaning  of  the  relation  of  the  pollen  to  the 
ovule,  make  him  familiar  with  the  general  facts,  for 
the  sake  of  the  future. 

At  this  point  a  general  review  of  all  the  flower 
parts  is  valuable. 

They  are  now  seen  from  a  new  and  valuable  point 
of  view. 

The  bright  corolla  is  a  signal  to  the  bees.  It  also 
folds  about  and  protects  the  pollen  from  the  wind 
and  rain,  and  little  crawling  insects  that  might  creep 
in  and  steal  the  honey  without  fertilizing  the  plant. 
Only  large  insects  would  be  likely  to  rub  off  the 
pollen  and  brush  it  against  the  stigma. 

So  the  corolla  is  unfolded  for  the  sake  of  the  seed- 
children. 

The  pollen  is  liked  by  the  bees,  but  the  plant  pro- 
duces it  primarily  to  help  the  seed-children  to  grow. 

The  nectar  is  made  to  attract  the  bees,  that  they 
may  come  and  do  a  service  to  the  seed-children  by 
carrying  pollen  to  the  stigma.  So  really  the  flower 
makes  nectar  for  the  sake  of  its  dear  seeds. 


48  A    FEW   FAMILIAR    FLOWERS. 

The  pistil  holds  the  seed-children  and  takes  care  of 
them. 

The  calyx  surrounds  and  protects  the  ovary  where 
the  seed-children  lie. 

Thus  every  part  of  the  flower  is  made  for  the  sake 
of  the  dear  little  seed-children. 

We  enjoy  the  beauty  of  the  flower,  and  enjoy  it  all 
the  more  because  we  know  about  it  and  its  beautiful 
love  for  the  helpless  little  seeds. 

The  flower  is  the  way  it  is  for  its  own  sake.  It 
was  not  made  beautiful  to  please  us. 

But  we  have  the  power  to  see  that  the  flower  is 
beautiful  and  to  love  it  because  it  is.  That  is  one  of 
the  greatest  powers  there  is.1 

The  work  so  far  has  been  chiefly  for  beginners  in 
plant  study,  and  to  give  information  to  the  young 
teacher. 

It  can  be  adapted  to  the  youngest  children,  or, 
following  the  same  method,  can  be  amplified  to  suit 
older  pupils. 

Just  how  much  it  is  wise  to  teach  a  class  of  chil- 
dren about  one  flower  should  be  decided  by  the 
teacher.  Do  not  weary  the  child  with  an  accumula- 
tion of  facts  he  cannot  understand.  On  the  other 

1  See  Flowers  and  their  Friends  :  "  This  is  the  Flower  so  Bright  and 
Gay." 


THE    MORNING-GLORY.  49 

hand,  give  him  enough  to  stimulate  curiosity  and 
hold  his  interest. 

Let  all,  old  and  young,  begin  plant  study  alike, 
with  the  life  story  of  some  one  plant. 

Is  it  not  much  better  at  the  beginning  to  study 
carefully  and  at  length  one  object,  and  so  become 
acquainted  with  it,  than  to  pass  hurriedly  over  a 
number  ? 

It  may  take  the  whole  fall  to  study  the  morning- 
glory  properly,  including  leaf,  root,  and  stem. 

But  if  that  is  done,  many  of  the  essential  facts  of 
plant  life  are  known  and  understood,  and  any  other 
plant  will  be  more  easily  and  quickly  understood  in 
consequence. 

With  pupils  over  twelve  the  teacher,  if  she  desires, 
can  go  more  into  detail  in  the  structure  of  the 
flower. 

But  she  should  always,  as  far  as  possible,  relate 
the  structure  to  the  function. 

Never  study  structure  as  an  end. 

It  is  always  a  means  to  an  end,  or  else  a  survival 
of  something  that  was  useful  to  the  object  in  some 
past  period  of  its  life. 

Let  us  continue  with  our  flower  and  see  what  still 
remains  for  the  older  pupils  to  learn  from  it. 

The  nectary  is  at  the  bottom  of  the  corolla;  the 


50  A    FEW    FAMILIAR    FLOWERS. 

nectar  is  secreted  by  a  yellow  gland  which  forms  a 
band  about  the  ovary  in  the  bindweed,  and  is  in  the 
form  of  a  less  conspicuous  greenish  band  in  the 
morning-glory. 

A  gland  is  a  growth  which  has  the  power 
to  select  out  certain  things  from  the  sap  of  the 
plant.  The  nectar  gland  separates  out  from  the 
rest  of  the  sap  the  sugary  juice  which  forms  the 
nectar. 

The  five  openings  to  the  nectary  are  formed  by 
the  way  the  filaments  are  shaped  and  placed. 

Let  the  pupils  examine  carefully  to  see  how  the 
filament,  attached  near  the  base  of  the  corolla  by  its 
back,  flares  out  in  an  over-arching  edge  on  either  side, 
and  how  the  edges  of  two  filaments  just  touch,  leav- 
ing a  little  channel  below  them. 

Notice  what  a  clever  and  efficient  method  this  is  of 
forming  the  tubes  that  open  into  the  nectary. 

In  the  morning-glory  the  openings  to  these  tubes 
are  more  or  less  obscured  by  fine  white  hairs. 

What  is  the  use  of  these  hairs  ?  Certainly  they 
prevent  ants  and  other  small  insects  from  crawling 
in  to  steal  the  honey. 

If  possible,  have  the  children  see  both  the  bind- 
weed and  the  morning-glory  all  through  the  work. 
They  are  so  nearly  identical  that  they  will  not  con- 


THE    MORNING-GLORY.  51 

fuse  the  mind,  and  the  slight  differences  only  add  to 
the  zest  of  examining  them. 

Why  is  the  entrance  to  the  nectary  reduced  to  five 
small  holes  ?  Why  would  it  not  be  as  well  for  the 
filaments  to  grow  flat  against  the  corolla,  and  so 
leave  an  open  space  all  around,  instead  of  humping 
up  and  filling  the  opening  all  but  these  little  holes  ? 

Some  of  the  pupils  will  see  that  the  desire  of  the 
flower  is  to  keep  its  honey  for  the  larger  insects 
which  have  a  proboscis  long  enough  to  enter  through 
the  holes  into  the  nectar-filled  space  below,  and  who 
because  of  their  size  can  scarcely  enter  a  flower  with- 
out brushing  the  stigma  and  the  stamens,  and  so 
fertilizing  the  plant. 

Insects  too  small  to  fertilize  the  flower  only  do  it 
harm  if  they  enter ;  for  they  steal  the  honey,  and  so 
prevent  visits  from  larger  insects  able  to  effect  ferti- 
lization. Where  there  is  a  protection  against  them, 
as  in  the  case  of  the  fringe  of  hairs,  they  will  not 
be  tempted  to  enter  it  as  a  rule,  as  they  cannot 
reach  the  honey  through  the  small  openings.  The 
proboscis  of  the  larger  insects  is  strong  enough  to 
push  these  hairs  aside.  In  the  morning-glory  small 
bees  often  take  the  honey  without  fertilizing  the 
flower,  but  the  morning-glory  cannot  hope  to  pro- 
tect itself  against  all  misfortunes. 


52  A    FEW    FAMILIAR    FLOWERS. 

The  anther  is  placed  at  the  very  end  of  the  fila- 
ment. Such  an  attachment  of  anther  to  filament  is 
called  "  innate,"  meaning  "  born  on." 

Examine  the  anther  and  find  the  two  bags  or 
boxes  where  the  pollen  is  stored.  Each  of  these 
bags  forms  a  little  dark  room  or  "  cell,"  like  a  prison 
cell. 

The  word  "  cell "  comes  from  the  Latin  cella,  and 
means  a  "  small,  close  room." 

There  is  another  meaning  to  the  word  "cell" 
which  of  late  has  assumed  great  importance,  but  the 
original  meaning  of  a  small,  dark  room  is  the  one 
here  referred  to. 

The  pupils  will  discover  that  each  anther  cell  opens 
by  a  lengthwise  slit. 

Notice  that  the  anthers  open  on  the  side  looking 
away  from  the  pistil.  Such  opening  is  called  "  ex- 
trorse,"  meaning  "  turned  to  the  outside." 

Why  is  the  opening  to  the  anthers  extrorse  ? 

It  will  be  seen  that  opening  thus  the  insect  which 
is  obliged  to*  pass  between  them  and  the  corolla  on 
its  way  to  the  nectary  cannot  do  so  without  rubbing 
off  the  pollen. 

The  opening  of  an  anther  is  called  its  "  dehiscence." 
"  Dehiscence  "  comes  from  the  Latin  word  dehiscere, 
meaning  "  to  gape,"  and  any  one  noticing  how  the 


UNIVERSITY   ] 

OF 


RNING-  GL  OR  Y.  53 


open  anthers  gape  apart  will  acknowledge  the  name 
to  be  appropriate. 

The  line  along  which  the  anther  opens  or  "  dehisces  " 
is  the  "  line  of  dehiscence." 

Notice  that  the  line  of  dehiscence  in  the  morning- 
glory  anther  is  on  the  back. 

The  stamens  and  stigma  are  placed  low  in  the 
corolla.  They  do  not  stand  out  beyond  it  ;  they  are 
said  to  be  "  included." 

What  is  the  advantage  of  this  position  ? 

The  pollen  is  protected  by  the  corolla  from  the 
rain,  and  from  being  blown  away  by  the  wind. 
Water  spoils  the  pollen  of  most  plants. 

From  youngest  to  oldest  the  pupils  should  be 
drilled  in  recording  their  observations  and  reflec- 
tions. The  material  for  compositions  increases  in 
abundance  and  attractiveness  as  the  subject  expands, 
and  the  older  pupils  no  less  than  the  younger  should 
keep  their  written  records  of  the  plant  study.  Have 
as  much  drawing  as  circumstances  permit,  and  see 
that  circumstances  permit  a  good  deal  ! 


THE   PISTIL. 

THE  stigma  of  the  bindweed  will  be  seen  to  con- 
sist of  two  oblong  divisions  or  "  lobes."  These 
slender  lobes  are  thought  to  resemble  lines,  and  for 
this  reason  are  called  "  linear."  The  stigma  of  the 
morning-glory  has  three  round  lobes  bunched  to- 
gether into  a  little  head.  Such  a  stigma  is  called 
"  capitate."  "  Capitate  "  comes  from  the  Latin  caput, 
a  head,  and  means  "  head-like." 

We  remember  that  the  little  boxes  or  bags  in  the 
anther  that  held  the  pollen  were  called  "cells,"  and 
that  the  word  "  cell "  comes  from  the  Latin  cella, 
and  means  a  small,  close  room.  A  prison  room  is  a 
cell,  an  anther  room  is  a  cell,  and  if  we  cut  across  the 
ovary  of  a  morning-glory,  we  shall  find  it  composed 
of  from  three  to  six  little  seed-rooms,  or 
cells,  with  one  ovule  in  each  cell,  while  in 
the  bindweed  there  are  only  two  or  three  cells,  each 
containing  two  ovules. 

Because  the  ovary  is  thus  composed  of  three  parts, 
it  is  "  compound." 

The  stigma  is  also  compound,  because  it  has  more 
than  one  lobe. 


THE    MORNING-GLORY. 


55 


The  pistil  as  a  whole  is  called  compound  when  any 
of  its  parts  are. 

Con  or  com  in  Latin  means  "  together,"  and  "  com- 
pound" comes  from  a  Latin  word  —  componere  — 
meaning  "  to  place  together." 

Where  a  flower  part  is  made  up  of  two  or  more 
parts  placed  together, 
that  part  is  said  to  be 
compound. 

Notice  the  way  the  flower 
parts  are  attached  to  the  stem 
or  peduncle. 

The  top  of  the  peduncle  where 
the  flower  parts  are  attached  is  called 
the  "receptacle."  It  receives  the 
flower,  so  receptacle  is  a  good  name 
for  it.  "  Receptacle  "  means  "  some- 
thing that  receives." 

See  whether  the  calyx  and  corolla 
are  attached  to  the  receptacle  above  the  ovary  or 
below  it. 

Careful  looking  will  show  the  corolla  attached 
below  the  ovary,  although  the  stamens  grow  forward 
about  the  style  and  conceal  the  ovary  when  one  looks 
down  into  the  flower  cup.  It  is  plainly  seen  that  the 
calyx  is  attached  to  the  receptacle  below  the  ovary. 


Receptacle. 


56  A    FEW   FAMILIAR    FLOWERS. 

So  the  ovary  is  attached  above  the  calyx  and 
corolla. 

The  one  that  is  above  is  the  superior.  So  the  ovary 
is  said  to  be  "  superior  "  because  it  is  attached  above 
the  calyx  and  corolla.  This  position  of  the  ovary  is 
important  in  classification. 

It  is  readily  seen  that  many  of  the  so-called  "  tech- 
nical terms  "  of  botany  are  only  common  words  very 
accurately  used,  and  a  knowledge  of  the  exact  mean- 
ing of  these  words  adds  to  the  general  vocabulary  of 
the  pupil,  and  tends  to  encourage  accuracy  in  the  use 
of  words. 

For  obvious  reasons,  the  calyx  and  corolla  are 
called  "floral  envelopes,"  while  stamens  and  pistil 
are  called  "  essential  organs." 

The  morning-glory,  as  well  as  the  bindweed,  is  a 
"  perfect "  flower  because  it  has  both  kinds  of  essen- 
tial organs,  and  so  can  perfect  its  seed. 

It  is  "  complete "  because  it  has  everything 
a  flower  can  have :  calyx,  corolla,  stamens,  and 
pistil. 

Sometimes  the  calyx  and  corolla  are  called  the 
"perianth";  this  comes  from  a  Greek  word,  mean- 
ing "with  flowers  all  around." 

Either  the  calyx  or  the  corolla  may  also  be  called 
a  perianth.  A  perianth,  then,  is  any  floral  envelope, 


THE    MORNING-GLORY.  57 

whether  calyx  or  corolla,  or  both  together.  It  is  a 
good  word  to  become  familiar  with  for  future  use. 

A  circle  of  flower  parts  is  called  a  "  whorl."  The 
sepals  form  a  whorl,  the  petals  form  another  whorl, 
and  the  stamens  yet  another.  A  whorl  means  a 
circle  of  like  parts  about  a  center,  and  comes  from 
the  old  English  word  whorvil,  meaning  "  the  whirl  of 
a  spindle."  When  a  spindle  is  whirled  rapidly  about, 
it  describes  a  circle  that  looks  a  little  like  a  circle  of 
flower  parts. 

It  may  not  be  necessary  to  give  all  the  technical 
terms  above  given.  The  ones  most  essential  to  the 
understanding  of  books  on  botany  have  been  selected, 
but  many  of  them  may  be  introduced  later  if  desir- 
able in  connection  with  flowers  hereafter  studied,  the 
amount  of  work  done  with  the  first  plant  studied 
depending  upon  the  age  and  development  of  the 
children. 


THE   BUD. 

HAVE  the  children  look  at  the  buds  in  different 
stages  of  growth. 

In  the  bindweed  the  two  leaves,  or  bracts,  belowr 
the  calyx  entirely  cover  up  and  hide  the  bud  when 
it  is  small. 

Finally  it  peeps  out. 

In  the  morning-glory  there  are  no  bracts ;  the 
calyx  alone  conceals  and  protects  the  bud. 

Notice  how  the  bud  is  rolled  or  twisted  shut. 

A  flower  rolled  up  this  way  is  said  to  be  "  convo- 
lute "  in  the  bud. 

"  Convolute  "  means  "  rolled  together." 

The  calyx,  too,  is  not  yet  open.  It  is  tightly  closed 
about  the  bud.  But  it  is  not  convolute.  Instead  of 
being  rolled  shut,  the  sepals  overlap  each  other  like 
the  shingles  on  a  roof. 

In  this  way  they  are  able  thoroughly  to  protect 
the  tender  bud. 

What  name  do  you  think  is  given  to  flower  parts 
that  overlap  in  this  way  ?  They  are  said  to  be  "  im- 
bricated "  in  the  bud. 

58 


THE    MORNING-GLORY.  59 

"  Imbricated  "  is  a  very  interesting  word.  It  comes 
from  the  Latin  word  imber,  meaning  "  rain."  Now 
why  should  they  use  a  word  made  from  one  meaning 
rain  to  describe  the  overlapping  of  the  sepals  ?  Let 
us  examine  this. 

There  is  another  Latin  word  derived  from  imber. 
It  is  imbrex,  and  means  "  a  hollow  tile,"  "  a  gutter 
tile,"  to  carry  off  the  rain  from  a  roof. 

But  there  is  another  Latin  word  —  imbricatw, 
which  means  "  covered  with  tiles."  So  we  see  how  a 
word  meaning  rain  gives  rise  to  one  meaning  a  pro- 
tection from  rain.  And  because  the  sepals  are  over- 
lapped like  the  tiles  on  a  roof,  and  protect,  they  are 
said  to  be  imbricated. 

Draw  the  buds  and  write  about  them. 

Let  the  older  pupils  see  which  way  the  bud  twists 
It  always  twists  from  left  to  right.  Twist  it  that 
way,  and  you  shut  it  tighter.  Twist  'it  from  right  to 
left,  and  you  loosen  and  partly  open  it. 

Why  should  all  the  morning-glory  buds  twist  from 
left  to  right? 

It  is  the  result  of  inheritance,  though  why  the 
original  plant  formed  this  habit  we  do  not  know. 
Doubtless  there  was  some  good  reason  for  it,  and 
some  day  we  may  find  out  what  it  is. 

Look  at  a  bud  which  is  partly  unfolded;    notice 


60  A    FEW    FAMILIAR    FLOWERS. 

the  position  of  the  nectar  guides  about  the  bud.  The 
nectar  guides,  we  remember,  are  stiff er  and  stronger 
than  the  rest  of  the  corolla.  See  that  the  flower  is 
folded  so  as  to  bring  the  firm  part  —  or  nectar  guides 
-  on  the  outside  of  the  bud.  They  are  wound  about 
the  more  delicate  part  of  the  corolla  which  is  folded 
up  inside,  and  so  form  a  protection  to  the  bud.  Thus 
they  serve  two  purposes. 

We  will  now  leave  the  morning-glory  flower, 
though  we  have  by  no  means  exhausted  it. 

We  have  become  acquainted  with  the  most  obvious 
facts  of  its  life,  and  found  them  interesting. 

The  older  pupils  are  just  as  interested  in  the  life 
of  the  flower  as  are  the  younger  ones. 

They  find  the  mere  naming  of  parts  just  as  tire- 
some, and,  in  the  end,  it  is  as  barren  of  results. 

If  the  structure  and  meaning  of  the  flower  are 
learned  first  and  the  names  afterwards,  the  interest 
continues. 

There  is  pleasure  in  thinking  about  the  flower  and 
what  it  does  -and  how  it  does  it. 

The  new  names,  given  with  their  meaning,  one  at 
a  time  as  they  are  needed,  are  remembered  without 
difficulty. 

This  is  the  natural  way  of  learning  new  words. 
It  is  the  way  the  child  begins  to  talk.  He  sees  a, 


THE    MORNING-GLORY.  61 

horse  and  calls  it  a  horse.  He  learns  the  name  of 
the  cow,  the  cat,  the  dog.  He  learns  by  looking  at 
them  that  a  cow  has  ears,  eyes,  legs,  and  horns. 

When  he  knows  about  the  legs  of  a  cow  he  recog- 
nizes legs  in  any  other  animal.  Nobody  thinks  of 
putting  before  him  a  cow,  a  bird,  a  bat,  a  monkey, 
and  telling  him  to  compare  and  classify  the  positions 
of  their  legs.  After  a  while,  when  he  knows  a  bird, 
a  bat,  and  a  monkey,  he  delights  in  comparing  their 
legs,  and  finding  the  forelegs  of  the  bird  are  its 
wings,  of  the  monkey  its  arms,  etc. 

Just  so  in  studying  a  flower.  Let  the  young 
student  thoroughly  learn  some  one  flower  with  the 
words  descriptive  of  its  parts,  as  a  result  of  actual 
looking  and  knowing. 

When  the  pupil  is  thoroughly  familiar  with  this 
flower,  let  him  take  another  and  study  that,  finding 
many  parts  like  those  in  the  first  one  and  some  new 
facts. 

It  will  not  be  long  before  he  will  have  become 
acquainted  with  the  ordinary  forms  of  plant  life. 
For  instance,  he  finds  innate  anthers  in  his  morning- 
glory.  In  another  flower  he  will  find  the  anthers 
fastened  along  their  whole  length,  or  "adnate."  In 
another  he  will  find  them  fastened  in  the  middle  and 
swinging  in  the  breeze,  or  "  versatile." 


62  A    FEW   FAMILIAR    FLOWERS. 

After  he  has  become  acquainted  with  flowers  con- 
taining the  different  kinds  of  attachments  of  anthers, 
then  let  him  classify  anthers  as  innate,  adnate,  and 
versatile,  not  before. 

In  other  words,  do  not  study  anthers,  as  is  so  often 
done,  but  study  whole  flowers. 

Let  the  child  learn  to  know  his  flowers  little  by 
little,  as  he  knows  the  rest  of  the  world  about  him. 

Keep  the  flower  intact. 

Do  not  try  to  classify  before  the  pupil  has  the  facts 
in  his  possession  necessary  to  classification. 


LEAVES. 


Go  to  the  growing  vine  if  pos- 
sible. One  growing  against  a 
wall  or  over  a  thicket  of  weeds 
or  low  bushes  gives  the  best  results. 

Teacher:  "  See  how  the  leaves 
stand.  Do  they  try  to  hide  under 
each  other?" 

John:  "No,  they  all  try  to 
come  on  top." 

Teacher:  "  Do  they  crowd  over 
each  other?" 

Nellie:  "  No?  they  stand  side  by 
side.  They  give  each  other  room." 

Kate:  "One  does  not  stand 
above  the  others." 

Frank:    "  They  make  a  roof." 

Teacher:  "  Look  under  the  vine 
and  see  if  they  do.  There  is  a 
place  at  the  other  side  where  you 
can  pull  the  bushes  apart  and  get 
your  head  in." 

63 


64  A    FEW   FAMILIAR    FLOWERS. 

Fred:  "  Oh,  Miss  A,  there  is  nothing  but  stems 
under  the  bushes  —  no  leaves  at  all !  " 

Kate:  "  Let  me  look.  That 's  so.  And  the  leaves 
of  the  bindweed  and  all  the  other  leaves  on  the  weeds 
are  on  top." 

Nellie:  "I  see  some  little  bits  of  plants  down 
below  and  a  few  leaves,  but  they  are  most  all  on 
top." 

Teacher:    "What  holds  the  leaves  up  in  the  air?" 

Fred:    "  The  stems  do." 

Teacher:    "Are  the  stems  all  the  same  length?  " 

May:  "  Oh,  no;  some  are  long  and  some  are  short. 
The  long  ones  start  underneath  and  grow  till  they 
get  to  the  top.  The  short  ones  start  near  the  top 
and  do  not  have  to  grow  so  long." 

Teacher:  "Bravo,  May  !  You  could  not  have  told 
it  better.  Why  do  you  suppose  the  leaves  all  want 
to  be  on  top?" 

Ned:    "  They  want  to  be  seen." 

Teacher:  "  Whom  do  they  want  to  have  see  them?  " 

Ned  (laughing):  "I  don't  know.  The  flowers 
stood  up  to  be  seen,  so  I  thought  at  first  the  leaves 
did." 

Teacher:    "What  made  you  change  your  mind?" 

Ned:  "  It  would  n't  do  the  leaves  any  good  to  have 
the  bees  come." 


THE    MORNING-GLORY.  65 

Nellie:    a  I  think  they  like  to  be  in  the  sun." 

Teacher:  "  Let  us  see  what  happens  to  leaves  that 
are  not  in  the  sun." 

[They  hunt  in  the  dark  corners  under  the  bushes 
and  find  a  few  pale  specimens.  The  teacher  then 
shows  them  some  plants  or  branches  she  has  found  in 
the  cellar  or  under  the  porch  in  the  dark.] 

Teacher:  "What  is  the  difference  between  these 
and  the  leaves  that  get  plenty  of  light?  " 

Frank:    "  These  are  not  so  green." 

May:  "Those  cellar  plants  are  not  green  at  all; 
they  are  yellow." 

Teacher:  "  Nearly  all  plants  need  light.  They 
cannot  grow  green  and  strong  without  it.  They  also 
need  air.  They  cannot  live  without  air  any  more 
than  we  could.  Look  about?  some  time  and  see  how 
all  the  leaves  on  all  the  plants  grow  so  as  to  be  in 
the  light.  They  do  not  crowd  each  other ;  they  grow 
in  such  a  way  as  to  help  each  other.  Look  at  our 
vine  again.  Which  way  do  the  leaves  point?" 

John:    "  They  point  down." 

May:    "  Not  exactly  down,  but  a  little  to  one  side." 

Teacher:  "How  much  do  they  overlap  each 
other?" 

Fred:  "  They  do  not  overlap  very  much.  A  good 
many  do  not  overlap  a  bit." 


66  A    FEW   FAMILIAR    FLOWERS. 

Teacher:  "  Why  do  you  suppose  they  turn  to  one 
side  as  they  do?" 

Fred:  "I  think  they  do  not  want  to  overlap  each 
other." 

Nellie:    "  They  wish  to  help  each  other." 

Teacher:  "  What  helps  the  leaves  to  get  in  the 
right  place?" 

May:  "The  stems  do.  They  grow  long  or  short 
to  put  the  leaves  in  the  right  place." 

SUMMARY. 

1.  The  leaves  stand  up  in  the  light  and  air. 

2.  The  stems  grow  different  lengths,  so  as  to  bring  the  leaves  all 
on  about  the  same  level. 

3.  The  leaves  stand  side  by  side. 

4.  They  point  down  and  do  not  overlap. 

5.  Their  position  gives  them  the  greatest  amount  of  light  and  air. 

Why  do  people  train  morning-glory  vines  over 
their  porches? 

Because  of  the  pretty  flowers  and  because  of  the 
fine  screen  they  make  to  the  front  of  the  porch. 
They  make  a  good  awning. 

Draw  pictures  of  the  leaves  as  they  are  grouped, 
and  write  about  them. 

Of  course,  if  it  is  impossible  to  go  to  the  vine, 
the  vine  will  have  to  be  taken  to  the  schoolroom. 


THE    MORNING-GLORY.  67 

Detach  it  close  to  the  ground,  and  let  it  lie  in  water 
for  some  time ;  it  will  not  then  wilt  so  quickly. 

Place  the  cut  end  in  water,  and  pin  the  vine  against 
the  wall  as  nearly  as  possible  in  the  position  in  which 
it  grew. 

The  teacher  may  now  describe  in  a  graphic  way 
the  appearance  of  the  vine  in  its  natural  state  until 
the  children  form  a  picture  of  it  in  their  minds. 
Have  specimens  of  leaves  or  plants  grown  in  the 
dark. 


SHAPE   OF   THE   LEAF. 

SEE  how  the  leaves  stand  so  as  to  fill  up  all  the 
vacant  spaces. 

What  makes  the  leaves  all  point  the  way  they  do, 
not  directly  down,  but  a  little  sideways  generally  ? 
Why  do  they  not  all  lie  side  by  side  pointing 
the  same  way  ? 

They  would  then  overlap  each  other. 
They  do  not  want  to  do  this,  for  they 
like  all  the  air  and  light  they  can  get. 
Why  would   they  overlap?     Because  they 
/  are  broader  at  the  top. 

Has  the  shape  of  the  leaf,  then,  something 
to  do  with. its  position  on  the  vine  ? 
It  evidently  has  a  great  deal  to  do  with  it. 
What  is  the  shape  of  the  bindweed  leaf  ? 
Try  to  draw  it.     Such  a  leaf  is  said  to  be  "  hal- 
berd-shaped/' or  "  hastate." 

"Hastate"  comes  from  the  Latin  hasta,  which 
means  "  a  spear." 

The  leaf  is  thought  to  resemble  the  head  of  a 
spear  or  halberd.  The  halberd  is  an  old-time  battle- 
axe,  with  a  head  shaped  a  little  like  this  leaf. 


THE    MORNING-GLORY.  69 

Is  the  leaf  flat? 

No,  its  two  halves  slightly  approach  each  other, 
forming  a  channel,  or  gutter,  down  the  middle. 

What  is  the  use  of  this  gutter  when  it  rains  ? 

If  sand  be  poured  over  the  growing 
vine,  or  water  out  of  a  watering- 
pot,  it  will  be  seen  to  run  down  the 
channel  and  drip  off  the 
point    of    one    leaf    to 
another. 

Finally  it  is  all  shed  on  the  ground  a  short  distance 
away  from  the  stem  of  the  plant. 

In   this   way   the    rain  is   collected  in  one  place 
instead  of  being  scattered  over  a  larger  space. 

This  is  an  advantage  when  only  a  little  rain  falls 
in  the  summer,  for  then  the  roots  get  more. 

SUMMARY. 

1.  The  shape  of  the  leaf  decides  the  way  it  shall  grow  so  as  to 
get  the  most  air  and  light  and  rain. 

2.  The  shape  of  the  leaf  is  described. 

In  the  morning-glory  the  leaf  is 
rounder,  and  is  heart-shaped,  or 
"cordate,"  at  the  base.  But  it 
stands  so  as  to  fit  in  the  vacant 
spaces  in  the  same  way,  and  is 
shaped  so  as  to  shed  the  rain. 


70  A    FEW   FAMILIAR    FLOWERS. 

The  position  of  leaves  to  each  other  and  to  the 
plant  stem  is  an  important  and  interesting  subject, 
and  the  teacher  will  find  a  chapter  upon  it  in  Bal- 
four's  little  book  entitled  u  Flower,  Fruit,  and 
Leaf." 


LEAF   PARTS. 


IF  the  children  cannot  examine  the  growing  plant, 
each  child  should  have  a  piece  of  the  stem,  with  a 
leaf  attached,  in  a  glass  of  water  on  the  desk.  Do 

not  pull  the  leaves  off, 
but    cut    the  vine    into 
short  pieces,  with  a  leaf  at- 
tached to  each  piece. 
Let  us  look  at  a  leaf. 
We   find    it   is  made  up 
of  an  expanded  green  por- 
tion,   or    "blade,"    and    a 
stem,  or  "petiole." 
Draw  the  leaf. 

"  Petiole  "  comes  from  the  Latin  petiolus,  meaning 
"  a  little  foot." 

"  Petiole,"  meaning  "  leaf  stem,"  and  "  peduncle," 
meaning  "flower  stem,"  both  come  from  the  Latin 
word  which  means  a  foot,  or  support. 

What  is  the  use  of  the  petiole  ?  It  supports  the 
blade  of  the  leaf  and  holds  it  out  in  the  air  and 
light. 


71 


72  A    FEW   FAMILIAR    FLOWERS. 

What  shape  is  this  petiole  ? 

It  is  rounded  beneath  and  flat  above,  with  a  little 
channel  along  the  flat  upper  side.  What  is  this 
channel  for  ? 

Does  it  help  convey  the  rain  to  the  leaf  ? 

See  how  the  petiole  is  attached  to  the  vine. 

The  place  where  the  leaf  comes  out  is  called  the 
"  node."  "  Node  "  means  "  knot,"  or  "  swelling,"  and 
the  stem  of  our  plant  is  usually  a  little  thicker  at 
the  place  where  a  leaf  comes  out. 

The  morning-glory  and  bindweed  vines  have  but 
one  leaf  at  each  node. 

The  space  between  two  nodes  is  an  "  internode." 
"Inter"  means  "between." 

Where  there  is  but  one  leaf  at  a  node,  the  arrange- 
ment is  said  to  be  "alternate,"  because  one  leaf 
comes,  and  then  after  a  space  another. 

"Alternate  "  means  "  one  and  then  another." 

The  petioles  of  the  leaves  do  not  all  grow  on  the 
same  side  of  the  vine. 

Then  how  do  the  leaves  manage  to  stand 
side  by  side  on  the  same  plane  ? 

If  they  are  not  faced  the  right  way 
when  they  start  from  the  vine,  the  petiole  turns,  so 
as  to  bring  its  leaf  on  the  upper  side. 

The  bindweed  generally  grows  against  a  wall  or 


THE    MORNING-GLORY.  73 

a  fence  or  over  bushes,  and  so  only  one  side  of  it  is 
towards  the  light.     All  the  leaves  turn  to  this  side. 

The  petiole  not  only  grows  the  right  length  to  hold 
the  leaf  up  to  the  light  and  air,  but  it  turns  about  in 
such  a  way  that  the  leaf  is  brought  into  the  right- 
position  for  its  best  good. 

SUMMARY. 

1.  Parts  of  the  leaf:  Blade,  petiole. 

2.  The  petiole:  Its  shape,  position  on  stem. 

3.  Node. 

4.  Internode. 

5.  Alternate  arrangement  of  leaves. 

Draw  the  leaf  in  its  right  position  on  the  stem. 
Write  about  it. 


POSITION  OF  THE   FLOWER   IN  RELATION  TO 
THE   LEAF. 


LOOK  at  the  place  where  the  petiole  joins  the  vine. 
The  flower  starts  from  the  same  node,  or  a  little 
green  bud  is  there. 

Oftentimes  both  flower  stem  and  green 
bud  start  from  the  place  where  the  petiole 
is  attached. 

Where  is  the  green  bud  ? 
It  is  between  the  petiole  and  the  vine, 
close   to    the   upper   side   of    the 
petiole. 

This  little  niche  between  the  petiole 
and  the  vine  where  the  flower  stem  and 
the  green  bud  come  out  is  the  "  axil "  of 
the  leaf.     "Axil  "  comes  from 
a    word   meaning    "  shoulder- 
joint,"  and  here  is  used  to  mean  the  "  arm- 
pit," or  under  side  of  the  shoulder-joint. 

The  bud  comes  out  of  the  axil,  or  arm- 
pit, of  the  leaf. 
A  bud  or  flower  growing  from  an  axil  is  said  to  be 
"  axillary." 

74 


THE    MORNING-GLORY.  75 

SUMMARY. 

1.  Axil. 

2.  Axillary  growths. 

The  flower  bud  likes  to  grow  near  the  leaf.  It  is 
able  to  get  food  easier  there.  The  sap  that  goes  into 
the  leaf  can  easily  flow  into  the  parts  that  lie  in  the 
axil  of  the  leaf.  So  we  find  flower  buds  and  new 
branches  starting  from  the  axils  of  the  leaves.  The 
little  green  bud  will  probably  grow  into  a  short 
branch.  Such  branches  may  be  seen  on  the  lower 
and  older  part  of  the  vine. 

Draw  the  leaf  with  the  bud  in  its  axil.  Write 
about  it. 


THE   BLADE. 


LET  each  child  have  a  leaf. 

What  is  the  use  of  the  petiole  ? 

It  is  to   hold  the   leaf  up  in  the  air 
and  turn  it  towards  the  light. 

What  is  the  use  of  the  leaf  blade  ? 

Let  us  first  see  how  it  is  made. 

Is  it  all  alike?      No,  it  has  a  softer 
green  part  and  a  stiffer  framework. 

The  petiole  seems  to  run  through  the 
blade  01  the  leaf  clear  to  the  tip.  It  branches  as  soon 
as  it  enters  the  blade,  and  sends 
the  branches  along  the  sides. 

Hold  the  leaf  against 
the  light,  and  see  how  the 
branches  keep  on  branch- 
ing until  a  fine  network  is 
formed. 

When  a  man  builds   a 
house  he  makes  a  frame- 
work of  strong  beams  to 
fasten  the  walls  to.     A  ship  has  stout  ribs  to  keep 
it  firm.     A  person  has  bones  for  the  same  purpose. 


THE    MORNING-GLORY.  77 

The  stiff  branches  which  are  given  off  from  the 
petiole  and  form  the  framework  of  the  leaf  are 
called  "ribs." 

If  a  leaf  had  no  ribs  it  would  be  blown  to  pieces 
by  the  wind  and  broken  by  being  jostled  against 
things. 

So  the  petiole  runs  into  the  leaf  blade  and  branches 
out  to  hold  it  firm. 

A  "  skeletonized "  leaf  shows  beautifully  the 
branching  of  the  framework.  Such  leaves  are  often 
seen  on  the  sidewalks  in  the  fall,  and  in  the  woods. 

The  more  delicate  parts  have  disappeared,  and  only 
the  tougher  woody  part  remains. 

The  rib  that  runs  through  the  middle  of  the  leaf 
blade  from  the  petiole  to  the  opposite  point  is  called 
a  "mid-rib."  The  rest  are  "side  ribs." 

All  the  large  ribs  in  the  morning-glory  start  from 
the  same  place,  —  the  point  where  the  petiole  enters 
the  leaf  blade. 

They  branch  off  something  as  the  fingers  do  from 
the  palm  of  the  hand ;  so  our  leaf  is  said  to  be 
"palmately  ribbed,"  or  "palmately  veined."  Some- 
times the  branches  of  the  petiole  that  form  the 
framework  of  the  leaf  are  called  "veins"  instead 
of  ribs. 

In  fact,  they  are  a  combination  of  ribs  and  veins, 


78  A    FEW   FAMILIAR    FLOWERS. 

for  they  give  firmness  to  the  leaf,  and  also  help  con- 
vey the  juices  of  the  plant  through  the  leaf. 

Because  the  small  branches  of  the  veins  cross  in  all 
directions,  forming  a  network,  our  leaf  is  said  to  be 
"  net-veined." 

The  way  a  leaf  is  veined,  or  ribbed,  is  called  its 
"  venation." 

SUMMARY. 

1.    The  leaf  blade: 

(  framework. 
Its  parts  4. 

J  softer  green  part. 

12.    The  framework: 

(  mid-rib,  or  vein. 
Ribs,  or  veins  •{ 

V  side  ribs,  or  veins. 

3.  Palmately  veined. 

4.  Net-veined. 

Draw  the  leaf  with  its  veins.     Write  about  it. 


THE  GREEN  PART  OF  THE  LEAF. 


THE  space  between  the  ribs  is  filled  by  the  green 
part  of  the  leaf.  This  is  softer  and  more  delicate 
than  the  framework. 

It  is  called  the  "  parenchyma  "  of  the  leaf. 

Why  do  you  suppose  it  has  this  long  name  ? 

There  is  a  somewhat  funny  meaning  attached  to 
it.  "  Parenchyma  "  comes  from  a  Greek  word  mean- 
ing "  to  pour  in  beside." 

It  is  just  as  if  the  framework  of  the  leaf  had  been 
laid  flat  on  something,  and  the  green  part  poured  in 
all  around  it ! 

The  parenchyma  is  a  very  important  part  of  the 
leaf. 

It  absorbs  food  from  the  air,  and  so  enables  the 
plant  to  grow.  It  does  some  of  the  eating  for  the 
plant,  and  the  roots  do  the  rest.  So  the  leaves  and 
roots  work  together  to  supply  food  for  the  growth  of 
their  plant. 

The  leaves  cannot  stay  green  unless  they  have 
sunlight.  If  they  are  kept  in  a  dark  place  we  know 
they  turn  white,  and  the  plant  finally  dies. 

79  -- 


80  A   FEW  FAMILIAR   FLOWERS. 

The  leaves  breathe  as  well  as  eat.  They  are  the 
lungs  of  the  plant. 

They  take  in  pure  air  just  as  we  do  and  breathe 
out  impure  air.1 

The  leaves  eat  for  the  plant,  they  breathe  for  it, 
they  shed  the  rain  down  on  the  roots,  and  they  make 
a  shade  to  prevent  the  ground  below  from  drying  up 
too  fast. 

The  plant  cannot  grow  without  leaves.  If  it  loses 
its  leaves  it  cannot  eat,  and  so  dies. 

SUMMARY. 
The  green  part  (parenchyma)  of  the  leaf  and  its  work. 

Write  as  much  as  possible  about  the  work  done  by 
the  leaf. 

The  older  pupils  will  be  interested  in  the  exact 
work  done  by  the  parenchyma.  It  contains  the 
green  coloring  matter  of  the  plant  as  well  as  other 
valuable  plant  materials.  The  green  coloring  matter 
is  called  "  chlorophyll."  The  word  "  chlorophyll " 
comes  from  the  Greek,  and  means  "  leaf -green." 

It  is  the  chlorophyll  which  does  the  eating  for  the 
plant.  It  consists  of  little  green  grains  lying  close 
together,  and  has  the  power  to  eat  only  when  under 
the  influence  of  sunlight. 

1  See  Flowers  and  their  Friends  :  "  Chlorophyll  " 


THE    MORNING-GLORY.  81 

There  is  a  very  curious  story  connected  with  the 
food  the  chlorophyll  eats.  This  food  is  carbon 
dioxide,  or  carbonic  acid  as  it  used  to  be  called. 
Carbon  dioxide,  like  many  other  gases,  is  invisible. 
It  is  always  found  in  the  air  we  breathe.  It  is  an 
impurity,  and  if  it  collected  in  too  large  quantities, 
would  destroy  us.  If  it  were  not  for  our  friends 
the  plants,  it  is  probable  the  carbon  dioxide  would 
smother  us,  we  are  constantly  breathing  it  out  in 
such  large  quantities. 

But  this  gas  which  would  become  injurious  to  us  if 
not  removed  from  the  air  is  just  what  the  plants 
need  to  live  on.  By  eating  it  they  purify  the  air  for 
us  to  breathe. 

But  this  is  only  one  chapter  in  the  story  of  how 
leaves  eat. 

Carbon  dioxide  is  composed  of  carbon  and  oxygen. 
Carbon  in  itself  is  a  solid,  and  oxygen  is  a  gas  which 
is  necessary  to  our  lives.  We  breathe  it  in  with 
every  breath  we  draw,  and  without  it  could  not  live 
at  all. 

Thus,  free  oxygen  is  necessary  to  our  lives,  while 
oxygen  combined  with  carbon  in  the  form  of  carbon 
dioxide  is  harmful  to  them. 

Now  see  what  our  friends  the  plants  do  for  us. 

They  take  up  the  carbon  dioxide  out  of  the  air  and 


82  A    FEW   FAMILIAR    FLOWERS. 

pull  it  to  pieces.  They  separate  it  into  carbon  and 
oxygen.  They  do  not  care  for  the  oxygen,  so  they 
return  that  to  the  air  for  us  to  breathe. 

Thus  we  have  to  thank  the  plants  for  taking  the 
impure  carbon  dioxide  out  of  the  air  and  giving  pure 
oxygen  back  to  the  air. 

Since  all  animals  breathe  out  carbon  dioxide  and 
breathe  in  and  use  pure  oxygen,  a  great  quantity  of 
impurity  is  constantly  being  thrown  into  the  air  and 
a  vast  amount  of  oxygen  taken  from  it. 

So  the  plants  make  animal  life  possible  by  keeping 
the  air  pure. 

But  animal  life  repays  the  plants  by  giving  them 
the  carbon  dioxide  they  need  and  without  which  they 
would  starve. 

The  plant  gets  its  chief  supply  of  carbon  from  the 
carbon  dioxide  of  the  air,  and  carbon  is  the  principal 
element  in  the  composition  of  the  plant.  Most  of 
its  hard  parts  are  made  of  carbon. 

So  you  see  the  plant  has  its  friend  the  animal  to 
thank  for  the  food  it  eats. 

Animal  could  not  live  without  plant,  nor  plant 
without  animal. 

SUMMARY. 

1.  The  plant  needs  carbon  as  food;  this  it  gets  from  the  carbon 
dioxide  in  the  air. 


THE    MORNING-GLORY.  83 

2.  The  chlorophyll  of  the  plant  breaks  up  the  carbon  dioxide, 
takes  the  carbon,  and  sets  free  the  oxygen. 

3.  Carbon  dioxide  is  injurious  to  animal  life,  while  oxygen  is 
necessary  to  it. 

4.  Hence,  men  and  all  animals  are  dependent  upon  the  plant  life 
for  the  air  they  breathe,  and  consequently  for  their  existence. 

5.  But,  on  the  other  hand,  animals  breathe  out  carbon  dioxide, 
which  the  plant  needs  as  food. 

6.  Hence,  the  plant  is  dependent  upon  the  animal  for  its  existence.1 

Since  nearly  all  of  the  hard  part  of  the  plant  is 
made  of  carbon,  the  leaves  have  to  work  very  hard 
to  supply  it. 

The  plant  cannot  use  pure  carbon.  It  combines 
the  carbon  with  hydrogen  and  oxygen  to  form  starch 
and  other  substances.  But,  curiously  enough,  it 
cannot  use  the  oxygen  it  separates  from  the  carbon 
dioxide.  That  it  sends  back  to  the  air,  and  takes 
water  which  the  roots  have  sucked  up  and  breaks  it 
up  into  hydrogen  and  oxygen,  for  water  is  composed 
of  hydrogen  and  oxygen. 

The  plant  makes  over  the  starch  into  stems  and 
leaves  and  wood  and  bark. 

It  needs  a  few  other  things,  such  as  potash, 
soda,  magnesia,  silica,  and  iron,  which  it  gets 
from  the  earth  through  its  roots,  but  it  is  largely 

1  See  Flowers  and  their  Friends:  "Skin  Cells,  Chlorophyll."  This 
subject  furnishes  fine  material  for  composition. 


84  A    FEW   FAMILIAR    FLOWERS. 

made  from  the  materials  it  finds  in  the  air  and  in 
water. 

The  animal  cannot  feed  upon  earth  and  air  and 
water.  Only  the  plant  can  do  that.  So  in  order  to 
get  food  the  animal  eats  the  plant.  If  it  were  not 
for  the  plant  the  animal  world  would  die  of  starva- 
tion. 

So  man  is  dependent  upon  the  plant  for  food  also. 
He  eats  the  plant  itself,  or  else  he  eats  animals  which 
have  obtained  their  food  from  the  vegetable  kingdom. 

Leaves  breathe  as  well  as  eat  for  the  plant. 

The  chlorophyll  is  not  necessary  to  the  breathing 
power  of  the  plant. 

It  breathes  by  means  of  any  and  every  part  of  its 
living  structure. 

It  takes  in  the  air  from  all  living  parts  of  its  sur- 
face, uses  the  oxygen  and  gives  out  the  carbon  diox- 
ide, just  as  we  do  when  we  take  air  into  our  lungs 
and  give  it  out  again. 

Thus  two  processes  are  always  going  on  in  a  living 
plant,  —  eating  and  breathing.  The  green  part  of 
the  plant  eats,  and  so  destroys  carbon  dioxide.  It 
uses  the  carbon  and  returns  the  oxygen  to  the  air. 
Other  tissues  in  the  plant  take  up  oxygen  and  give 
out  carbon  dioxide.  These  contradictory  processes 
are  going  on  side  by  side  all  the  time. 


THE    MORNING-GLORY.  85 

If  the  plant  breathes  out  carbon  dioxide  the  same 
as  animals  do,  why  does  it  not  make  the  air  impure  ? 

In  so  far  as  it  breathes  out  carbon  dioxide,  it  does 
make  the  air  impure.  But  the  quantity  of  carbon 
dioxide  it  eats  is  so  much  greater  than  the  amount  it 
breathes  out  that  the  result  on  the  whole  is  to  purify 
the  air. 

SUMMARY. 

("The  plant  takes  in  carbon  dioxide. 

1.  Eating        -j  Uses  the  carbon. 

(^  Gives  off  the  oxygen. 

(  The  plant  takes  in  oxygen  from  the  air. 

2.  Breathing    J 

J  Gives  off  carbon  dioxide. 

3.  The  plant  also  gives  off  water  and  other  wastes. 

Excellent  composition  material  resides  in  the  sub- 
jects just  treated.1 

1  See  Flowers  and  their  Friends. 


NAMES  OF  THE  PARTS  OF  THE  BLADE. 


DRAW  a  picture  of  a  morning-glory  or  bind- 
weed leaf. 

In  order  to  talk  about  the  different  parts  of  our 
leaf  blade,  it  will  be  convenient  to  name  them.  Let 
us  call  the  part  next  the  petiole  the  "  base  "  of  the 
leaf. 

The  base  of  the  morning-glory  leaf  is  cordate.  /  . 
The  bindweed  leaf  is  halberd-shaped.  ^r* 

The  point  of  the  leaf  opposite  the  petiole  is  the 
"  apex." 

The  apex  of  the  morning-glory  leaf  is  sharp  or 
pointed,  and  so  we  call  it  "acute." 

The  apex  of  the  bindweed  leaf  is  long,  pointed, 
and  tapering.  It  is  a  sort  of  long-acute  apex, 
so  we  call  it '"acuminate." 

The  edge  of  our  leaf  we  will  call  its  "  margin." 

Look  at  the  margin  of  the  morning-glory  or  bind- 
weed leaf  and  see  if  itis  toothed  or  cut  or  jagged; 
if  not,  if  it  is  smooth  and  unbroken,  we  will  say  it  is 
an  "  entire  "  margin. 


THE    MORNING-GLORY.  87 

SUMMARY. 

1.  Base  :  Halberd-shaped,  hastate,  or  cordate. 

2.  Apex  :  Acuminate,  acute. 

3.  Margin  :  Entire. 

We  see  how  the  leaves  of  closely  related  plants 
take  different  forms.  Sometimes  we  find  different 
forms  of  leaves  on  the  same  plant.  In  our  bindweed 
we  remember  the  two  leaf-like  bracts  that  covered 
the  calyx.  These  are  leaves  changed  in  form  in  order 
the  better  to  do  their  work.  Such  a  small  changed 
leaf  is  called  a  "  bract,"  and  this  particular  kind  of 
bindweed — there  are  several  kinds  —  which  bears 
bracts  to  protect  the  seed-pod  is  called  the  "  bracted 
bindweed."  When  we  want  to  be  very  accurate  in 
speaking  of  our  bindweed,  we  must  call  it  the  bracted 
bindweed. 

Is  the  leaf  the  same  color  on  both  sides  ? 

It  is  much  darker  on  the  upper  side. 

This  is  probably  because  the  sun  shines  more 
directly  upon  it  and  makes  its  green  matter  (chloro- 
phyll) more  active. 

The  leaf  has  a  very  fine  down  on  both  sides. 
This  can  be  seen  by  holding  it  to  the  light  and  look- 
ing across  it.  This  down  would  help  protect  it 
from  cold,  just  as  the  animal  is  protected  by  its 


88  A    FEW   FAMILIAR    FLOWERS. 

coat  of  fur  or  hair.  It  also  protects  it  from  too 
great  evaporation.  The  water  cannot  escape  so 
readily  from  the  interior  of  the  plant  through  this 
coating  of  hairs.  It  also  keeps  the  leaf  from  getting 
wet  by  rain  or  dew,  and  so  having  its  breathing 
pores  stopped  up. 

SUMMARY. 

1.  Color  of  the  leaf. 

2.  Covering  of  down. 

Composition  work. 


VERNATION. 


HAVE  the  pupils  look  at  the  growing  end  of  a 
morning-glory  or  bindweed  vine.  Find  the  young 
leaves  which  have  not  yet  opened.  See  how  they 
are  folded  together. 

They  are  folded  along  the  mid-rib  with  the  faces 
of  the  two  halves  touching  each  other. 

The  young  leaves  are  very  tender.  Being  folded 
close  in  this  way  is  a  protection  against  both  cold 
and  heat,  and  also  prevents  the  water  from  evapo- 
rating too  rapidly  from  the  tender  tissues. 

The  way  the  leaves  are  folded  in  the  bud  is  called 
their  " vernation. "  "Vernation"  is  a  Latin  word, 
meaning  "  renewing  of  youth."  The  vernation  of 
the  morning-glory  and  bindweed  is  "  conduplicate," 
which  means  "doubled"  or  "folded  together,"  from 
the  Latin  con,  "  together,"  and  duplicare,  "  to 
double." 


THE   PLANT  STEM. 


NOTICE  how  weak  and  slender  it  is.  It  cannot 
stand  alone.  But  it  can  twine  about  a  support. 

See  if  you  can  determine  in  which  direction 
it  twines.  Why  do  you  suppose  it  always 
twines  from  left  to  right  ? 

Tell  the  children  how,  almost  as  soon  as  it 
'comes  out  of  the  seed,  the  plant  begins  to  look 
for  something  to  hold  to. 

How  does  it  do  this  ? 
The  slender  tip  of  the  vine  moves  about 
in  a  circle  from  left  to  right.  It  keeps  on 
moving  in  a  wider  circle  as  long  as  it  can 
stand  up  or  until  it  touches  something  it 
can  twine  about.  If  it  cannot  find  any- 
thing it  lies  down  on  the  ground,  but  its 
growing  tip  stands  up  and  keeps  on  circling 
about.  It  will  grow  quite  long  sometimes 
before  it  finally  reaches  a  support.  When 
it  does,  up  it  goes,  twining  around  and 
around,  and  always  from  left  to  right. 
Look  at  the  growing  vines  and  see  how 
they  have  found  their  support.  Trace  a 


THE    MORNING-GLORY.  91 

vine  back  to  its  root.  You  will  have  to  go  several 
yards  sometimes  to  find  the  root  end  of  a  bindweed. 

The  bindweed  often  twines  about  the  weeds  in  its 
way  and  binds  them  closely  together,  and  for  this 
reason  it  has  received  its  name. 

Encourage  the  older  pupils  to  watch  the  tip  of  a 
growing  vine  put  of  school  and  note  the  rapidity  with 
which  it  turns  about  its  support.  It  takes  too  long 
to  do  this  in  class,  and,  of  course,  where  the  plants 
have  to  be  studied  in  the  schoolroom,  it  is  impossible 
— except  in  the  case  of  living  plants  in  window  boxes. 

Both  bindweed  and  morning-glory  belong  to  the 
Convolvulus  family,  and  this  family  gets  its  name 
from  the  twining  habit  of  the  stems  of  its  members, 
"  convolvulus  "  coming  from  the  Latin  word  convol- 
vere,  meaning  "to  roll  around." 

The  stem  of  the  plant  is  a  very  important  part.  It 
contains  the  channels  through  which  the  sap  passes, 
and  also  the  long,  strong,  woody  fibres  that  give 
stiffness  and  strength  to  the  whole  structure.  The 
petiole  is  but  a  branch  of  the  stem ;  fibres  of  delicate 
wood  run  from  the  stem  into  the  petiole ;  from  that 
they  pass  on  into  the  blade,  where  they  branch  and 
branch  again  to  form  the  framework  of  the  leaf. 
This  framework,  as  we  know,  is  filled  in  with  a  softer 
tissue,  the  parenchyma,  which,  among  other  things, 


92  A  FEW   FAMILIAR    FLOWERS. 

contains  the  chlorophyll  grains.  So  we  may  look 
upon  a  leaf  as  a  part  of  the  stem  which  has  under- 
gone certain  changes. 

The  vine  knows  how  to  twine  and  look  for  a  sup- 
port. The  petiole  also  knows  how  to  turn  about. 
We  have  seen  it  turn  to  bring  the  leaf  blade  up  to 
the  light  and  air. 

The  peduncle,  like  the  petiole,  is  also  a  branch 
from  the  stem.  In  some  morning-glories  it 
bears  a  pair  of  diminutive  transformed  leaves,  or 
bracts.  It,  too,  knows  how  to  turn  so  as  to  bring 
the  flower  out  into  the  sun- 
light, where  the  insects  can  see 
it.  It  always  stands,  too,  so  as 
to  hold  the  open  mouth  of  the 
flower  a  little  to  one  side  in- 
stead of  holding  it  up  to  the  sky. 

The  morning-glory  peduncle  makes 
yet  another  turn  for  the  sake  of  the 
seed-children.     After  the  corolla  has 
fallen  off,  the  peduncle,  which  still  bears 
the  ovary,  turns  down  so  that  the  seeds  are 
partly  hidden  under  the  leaves  and  are  out 
of  the  way.     So  we  see  how  even  the  stem 
does  something  to  help  care  for  the  seed-children. 
Draw  and  write. 


THE   ROOT. 


THE  best  time  to  procure  the  root  is  after  the  plant 
has  been  withered  by  frost.  Its  work  as  a  plant  is 
done.  It  has  matured  the  seed  so  that  new  plants 
for  next  season  are  provided  for,  and  now  that  the 
winter  is  at  hand  the  plant  fades  and  changes. 

Emphasize  the  fact  that  it  changes.  Do  not  say  it 
dies.  Tell  the  children  how  the  material  in  the  plant 
undergoes  changes ;  that  the  morning-glory  vine  will 
soon  disappear,  but  it  is  not  lost,  and  it  has  not 
stopped  being  useful.  All  the  good  materials  that 
made  the  vine  will  soon  alter  their  form ;  some  of 
them  will  escape  into  the  air  in  the  form  of  gases, 
and  some  will  sink  into  the  earth  in  the  form  of  rich 
juices  and  minerals.  All  these  things,  gases,  min- 
erals, and  juices,  will  finally  find  their  way  into  new 
plants  and  help  make  them.  If  some  plants  did  not 
change  in  this  way  there  could  be  no  new  plants 
growing.  The  new  plants  need  the  materials  of  the 
old  ones. 

So  our  morning-glory  grows,  bears  seeds,  changes 
into  gases,  minerals,  and  fluids,  and  becomes  a  part 

93 


94 


A   FEW  FAMILIAR   FLOWERS. 


of  some  other  plant.       ^^  Perhaps    part    of    the 
mother  vine  goes  to  help  its\   own  seeds  grow  next 


year.1 


Plants 
that  grow 
seed,  bear 
disappear 


called  "  annu- 
yearly  plants, 
from   the   seed 


from  the 
fruit,  and 

all  in  one  season  )  are 

-*-*•""{ 

als" ;  that  means  "X'    (\^ 

They   come       V  up 

anew  H  each  year. 
If  the  root  of  the  bindweed  is  studied, 
the  underground  portion  of  the  plant  will  be 
found  to  run  a  long  distance,  as  though  it  were 
an  underground  stem,  which  is  what  it  really  is. 
Examine  this  underground  portion.  See 
that  the  long,  slender  stem  is  divided  into 
nodes.  There  are  no  leaves  at  the  nodes,  onlyxsmall, 
undeveloped  buds.  The  color  of  this  long  under- 
ground portion  is  white  instead  of  green.  It  is  in 
reality  an  underground  stem.  You  know  it  is  a 
stem  because  it  has  nodes.  The  roots  grow  out 
of  this  stem.  They  are  small  and  have 
tiny  branches.  You  can  see  them 
scattered  along  the  underground  stem. 


1  See  Flowers  and  their  Friends  :  "  What  becomes  of  the  Flowers  ? 


THE    MORNING-GLORY. 


95 


Thus  we  see  that  roots  sometimes  grow  out  of 
stems. 

Underground  stems  are  not  green  because  the  sun 
cannot  get  to  them. 

The  roots  usually  start  from  the  nodes.  They  are 
small  and  give  off  tiny  rootlets  which  suck  up  food 
from  the  earth. 

The  morning-glory  has  no  underground  stem. 
If  you  pull  it  up  you  find 


the 
root 
going 
down  into 
ground. 

This  root  branches 
again  and  again,  and 
is  surrounded  by  tiny  root- 
lets. 

It  is  the  rootlets  of  a  plant  that 
suck   up  water    and    food    from    the 
earth. 

The  main  part  of  the  root  or  underground  stem 
does  not  suck  up  nourishment  at  all.    It  is  a  support 


96  fA    FEW   FAMILIAR    FLOWERS. 

for  the  rootlets,  a  storehouse  for  food  materials,  and 
an  anchor  to  the  plant. 

The  roots  have  to  be  strong  and  firmly  fastened  in 
the  earth,  or  the  plant  would  be  blown  away  or  torn 
up  by  passing  animals.  The  main  roots  anchor  the 
plant  and  keep  it  in  one  place,  so  the  rootlets  can 
have  quiet  to  do  their  work  in. 

The  little  rootlets  do  all  the  underground  eating 
for  the  plant.1 

The  roots  of  our  two  plants  look  like  threads  or 
"fibres,"  and  for  this  reason  are  called  "fibrous" 
roots. 

The  rootlets  suck  up  water,  and  the  older  pupils 
will  remember  that  water  contains  hydrogen  and 
oxygen  which  the  plant  separates,  joining  the  hydro- 
gen and  oxygen  to  the  carbon  the  leaves  take  in, 
and  thus  forming  starch. 

Starch,  as  we  know,  is  a  combination  of  hydrogen, 
oxygen,  and  carbon.  The  hydrogen  and  oxygen 
come  from  the  water  by  way  of  the  roots,  the  carbon 
from  the  air*  by  way  of  the  leaves. 

The  leaves  do  not,  as  a  rule,  absorb  water.  The 
roots  do  that.  So  it  is  better  to  moisten  the  earth 
around  our  plants  than  to  pour  the  water  over  the 
leaves,  though  it  is  good  to  do  both. 

1  See  Flowers  and  their  Friends :  "  Root  Cells." 


THE    MORNING-GLORY.  97 

Moisture  is  given  off  by  the  leaves,  although  they 
do  not  usually  take  it  in.  If  the  leaves  are  wet  and 
the  air  about  them  moist,  they  do  not  part  with  their 
moisture  so  readily. 

So  wetting  the  leaves  of  a  plant  keeps  it  fresh  be- 
cause it  prevents  the  leaves  from  parting  with  their 
moisture. 

Evaporation  takes  place  slowly  in  moist  air. 

On  a  hot,  dry  day  leaves  often  wilt  and  hang  down 
because  they  have  parted  with  so  much  moisture. 

Evaporation  takes  place  rapidly  in  dry  air,  particu- 
larly if  the  air  is  also  warm. 

All  parts  of  the  morning-glory  and  bindweed  plants 
contain  a  milky  juice  which  has  a  bitter  taste. 

Is  this  to  prevent  its  being  eaten  by  insects  and 
animals  ? 

Draw  the  roots  and  underground  stems,  and  write 
about  them. 


FRUITS. 


WATCH  the  ovary  after  the  corolla  has  fallen. 
Draw  it. 

Notice  how  it  enlarges  and  how  the  calyx  persists. 
Find  the  seed-pods  in  several  different  stages,  from 
the  little  green  body  left  when  the  corolla  falls,  to 
the  ripe  seed-case.     Draw  them. 

In  the  bindweed  the  two  bracts  that  cover  the 
lower  end  of  the  flower  and  the  calyx  turn  brown 
and  look  dead  and  withered.  You  have  to  look 
closely  to  find  the  seed-pods  at  all. 

In  the  morning-glory  the  pods  turn  down  after  the 
corolla  falls.  Sometimes  there  are  three  or  four 
pods  in  a  cluster,  where  the  flowers  have 
bloomed  one  after  the  other.  These  turn 
down  out  of  the  way,  and  are  not  as  obscure 
as  those  of  the  bindweed.  You  can  readily 
see  their  clean-cut  outlines  with  the  calyx 
lobes  standing  out  from  them.  As  they 
ripen  the  calyx  lobes  turn  back  and  expose  the 
smooth  brown  pod. 

This  pod  with  its  seeds  is  the  "  fruit"  of  the  plant. 


THE    MORNING-GLORY.  99 

The  developed  ovary  of  any  plant  is  its  "  fruit." 
Children  think  only  of  apples  and  pears  and  other 
edible  and  juicy  seed-cases  as  fruits.     The  seed-bear- 
ing part  of  a  plant  is  a  fruit,  no  matter  what  its  shape 
or  consistency. 

The  morning-glory  fruit  splits  open, 
the  outer  case  falls  off  and  lets  out  the 
black  seeds. 

There  remain  on  the  vine  the  inner 
partitions  to  the  ovary.  They  divided 
the  fruit  into  three  or  more  little 
rooms.  There  were  one  or  two  seeds 
in  each  room. 

Because   the   fruit   contains  several  rooms  or 
cells,  we  know  it  is  compound. 

The  fruit  of  a  morning-glory  is  a  "  pod." 
The  splitting  open  of  the  pod  is  its  "dehi- 
scence."      "  Dehiscence,"  we    remember,    comes 
from  dehiscere,  "to  gape." 

Any  dry,  dehiscent  fruit  is  called  a  pod. 
The  seeds  are  shaped  like  the  "quarters"  of  an 
orange,  so  that  they  may  fit  into  the  space.  The 
partitions  between  the  cells  of  the  ovary  are  trans- 
parent. One  can  look  through  them  as  though  they 
were  little  windows. 

The  seeds  are  shaped  like  little  wedges.     They  are 


100  A  FEW   FAMILIAR    FLOWERS. 

the  shape  that  best  enables  them  to  fill  up  all  the 
space  in  the  ovary. 

There  is  a  little  mark  at  one  end  where  they  grew 
to  the  ovary  cell. 

One  division  of  an  ovary  is  often  called  a  "  carpel." 
So  our  morning-glory  fruit  has  three  carpels. 

When  the  fruits  are  thoroughly  ripe  they  split 
open,  or  dehisce,  in  three  places,  the  outside  falls  off, 
and  the  seed-children  fall  to  the  ground,  where  they 
lie  all  winter,  kept  warm  and  safe  under  the  dead 
leaves  that  cover  the  ground. 

Draw  the  fruits  and  seeds,  and  write  about  them. 

The  children  should  gather  a  quantity  of  seeds 
and  put  them  away  in  boxes  or  bottles  with  labels, 
for  winter  use. 

*Y.'  •  • 

While  thus  concentrating  the  attention  upon  one 
flower  and  becoming  acquainted  with  its  life  and 
structure,  it  is  not  necessary  to  ignore  all  other 
flowers.  The  children  will  bring  other  flowers  to 
school,  will  notice  them  in  their  walks,  and  will  ask 
about  them. 

Encourage  this  interest  as  much  as  possible. 

Be  interested  in  the  corollas  and  stamens  and 
pistils  of  all  the  flowers  the  children  bring.  Wonder 
with  them  about  the  coming  of  the  insect,  and  try 


THE    MORNING-GLORY.  101 

to  discover  where  it  finds  the  honey.  But  do  not 
let  this  interfere  with  the  regular  work  of  the  class. 

Keep  to  one  plant  until  as  much  has  been  learned 
about  it  as  circumstances  permit. 

In  giving  technical  terms  explain  the  literal  mean- 
ing of  the  words  as  far  as  the  children  are  able  to 
comprehend. 

The  older  pupils  will  be  interested  in  the  Latin 
words  and  prefixes  from  which  the  technical  words 
are  derived. 

As  much  attention  as  possible  should  be  paid  to  the 
meaning  and  the  right  use  of  words. 

Train  the  child  to  speak  and  write  with  accuracy 
concerning  the  things  he*  sees. 

This  does  not  mean  that  he  is  to  be  confined  to 
conventional  methods  of  expression. 

Encourage  him  to  tell  about  the  plants  in  his  own 
words,  and  to  use  such  words  as  best  express  exactly 
what  he  means. 

Nature  study  should  be  one  of  the  best  aids  to 
language  work.  It  can  be  used  as  nothing  else  can 
to  develop  accuracy,  freedom,  and  beauty  of  expres- 
sion. 

A  good  unabridged  dictionary  is  indispensable  to 
every  schoolroom.  The  teacher  should  consult  the 
dictionary  for  the  meaning  of  every  word,  technical 


102  A    FEW    FAMILIAR    FLOWERS. 

or  otherwise,  with  which  she  is  not  familiar.  She 
should  implant  in  the  older  pupils  a  genuine  love  for 
the  dictionary ! 

The  teacher  and  her  pupils  will  constantly  discover 
new  and  interesting  things  about  the  flowers  studied, 
which  will  not  be  mentioned  in  this  or  any  other 
book.  The  beauty  of  this  work  is  that  it  never  comes 
to  an  end.  New  vistas  are  always  opening. 

No  one  knows  all  there  is  to  know  about  even  our 
little  morning-glory. 

There  is  opportunity  for  every  one  to  make  dis- 
coveries. 

Life,  too,  is  constantly  changing.  The  details 
which  are  true  of  morning-glories  in  Rhode  Island 
may  not  be  true  of  morning-glories  in  Illinois  —  nor 
of  Rhode  Island  morning-glories  at  some  future  time. 

So  the  teacher  must  not  be  discouraged  if  her 
morning-glories  are  not  exactly  like  those  described 
in  flower,  leaf,  stem,  root,  or  seed ;  and  she  must 
not  try  to  make  her  specimen  fit  into  anybody's 
description.  *  Let  her  frankly  say,  "  My  plant  is  not 
like  that,"  and  accept  it  the  way  it  is. 

What  the  teacher  herself  discovers  in  plant  life  is 
just  as  true  and  just  as  good  as  what  the  books  say. 

Each  teacher  should  be  at  heart  an  original  inves- 
tigator. 


THE    MORNING-GLORY.  103 

As  many  schools  are  not  equipped  with  magnify- 
ing glasses,  only  such  facts  as  can  be  discovered  from 
simply  watching  the  plant  have  been  used. 

A  vast  amount  of  valuable  information  can  be 
gleaned  from  the  plant  world  by  means  of  the  instru- 
ments with  which  nature  has  provided  every  one. 

Having  studied  one  plant  carefully  and  somewhat 
in  detail,  the  same  general  plan  may  be  followed  for 
any  plant. 


A  GENERAL  PLAN  OF  WORK  FOR  ANY  FLOWERING 

PLANT. 


IN  blooming  plants  the  bright  flower  is  the  first 
thing  one  naturally  notices.  Therefore  it  is  a  good 
plan  to  begin  with  that. 

1.  Notice  the  conspicuousness  of  the  flower,  con- 
spicuous generally  from  color  and  position.     It  wants 
to  be  seen. 

2.  The  visit  of  the  insect  coines  next  in  order.    It 
sees  the  flower  and  goes  to  it.     Why  does  it  visit  the 
flower  ?     Most  people  know  it  goes  for  honey.     Find 
the  nectar  and  the  nectary,  if  there  are  any. 

3.  How  do  the  shape  and  color  of  the  corolla  favor 
the  insect's  visit  ?    This  leads  to  a  preliminary  study 
of  petals  and  sepals  and  their  markings. 

4.  The  insect  goes  for  something  besides  nectar. 
Notice  the  fine  flour,  or  pollen.     This  leads  to  the 
study  of  the  stamens. 

5.  Examine  flowers  that  are  fully  opened  or  that 
have  withered  on  the  plant,  and  also  that  which  is 
left  after  the  flower  falls.      This  leads  to  the  study 
of  the  pistil. 


THE    MORNING-GLORY.     '*  105 

6.    Reconsider  stamens,  petals,  sepals,  in  relation 
to  the  pistil. 

In  studying  the  leaf  notice  : 

1.  The  general  arrangement  of  leaves  with  regard 
to  each  other. 

2.  The  value  of  the  petiole  in  holding  and  keep- 
ing the  leaf  in  the  right  position. 

3.  Shape  of  leaf  and  influence  this  has  upon  its 
position  in  regard  to  other  leaves. 

4.  Position  of  leaf  on  stem. 

5.  Venation. 

6.  Work  done  by  leaves. 

7.  Vernation. 

In  studying  the  plant  stem  consider : 

1.  The  work  done  by  the  stem  and  its  adaptability 
to  this  work. 

2.  Any  peculiarity  in  color,  shape,  or  in  its  cover- 
ing of  down,  hairs,  etc. 

In  studying  the  root  consider : 

1.  Its  size  and  shape  in  regard  to  the  work  it  has 
to  do. 

2.  Any  peculiarities  which  it  may  show. 
In  studying  the  fruit  consider : 

1.  Form,  structure,  and  position  of  fruit  as  related 
to  the  development  of  seeds. 

2.  Seed-coverings. 


106  A    FEW   FAMILIAR    FLOWERS. 

3.    Dehiscence  or  other  methods  of  freeing  seeds. 

In  this  way  the  different  parts  of  the  plant  become 
infinitely  better  known  than  if  they  were  merely 
pulled  to  pieces  and  the  different  organs  labeled. 

Each  organ  is  seen  to  have  a  distinct  duty  to  per- 
form in  the  interest  of  the  plant.  There  are  order 
and  reason  in  the  structure  of  the  flower  and  in 
every  part  of  the  plant.  Everything  in  it  means 
something. 

There  has  been  a  foundation  laid  for  intelligent 
interest  in  the  scientific  discoveries  and  problems  of 
the  day. 

Even  the  little  child  can  understand  the  vital  facts 
of  plant  life,  a  knowledge  of  which  is  the  result  of 
modern  scientific  investigation. 

Treat  flower,  leaf,  stem,  and  fruit  alike  from  the 
point  of  view  of  function.  Everything  is  the  way 
it  is  because  of  the  work  it  has  to  do. 

Set  the  child  to  inquiring  of  everything  in  nature 
why  it  is  as  it  is.  What  is  the  meaning  of  the  differ- 
ent forms  living  things  assume  ? 


THE    NASTURTIUM, 


OUR  next  plant  is  the  garden  nasturtium, 
or  Tropceolum,  as  it  is  called  in  the  botany. 

It  may  not  be  possible  for  all  to  get  the 
morning-glory. 

The  nasturtium  has  become  such  a  favor- 
ite it  can  be  obtained  almost  anywhere,  and 
is  easy  to  raise  as  a  house  plant.  It  blooms 
until  the  coming  of  frost,  and  if  grown  in 
boxes  can  be  taken  in  and  kept  as  long  as 
necessary. 

If  the  seeds  are  planted  early  in  the 
winter  the  plants  can.  be  in  bloom  for 
spring  work. 

In  this  case  the  bee  and  its  work  will 
have  to  be  described  by  the  teacher  and 
imagined  by  the  children,  as  it  will  be  in 
any  case  where  the  work  is  done  in  the 
house. 

Where  the  morning-glory  has  been 
studied  first,  the  nasturtium  should  be 
compared  with  it  at  every  step. 

107 


108  A    FEW    FAMILIAL    FLO  WEBS. 

This  will  make  a  good  deal  of  the  work  on  the 
nasturtium  merely  a  rapid  review,  as  many  essentials 
are  alike  in  all  flowers,  and  thoroughly  to  know  one 
is  to  know  a  good  deal  about  all. 

The  nasturtium  will  be  treated,  as  a  rule,  as  though 
the  morning-glory  had  already  been  studied. 

Where  it  has  not  been,  it  will  be  advisable  for  the 
teacher  to  read  the  chapters  on  the  morning-glory, 
so  that  she  may  use  the  same  method  in  knowing 
and  naming  the  organs  of  the  nasturtium. 

For  the  sake  of  brevity,  the  word  "  morning-glory  " 
will  be  used,  meaning  both  morning-glory  proper 
and  bindweed,  unless  reference  should  be  made  to 
differences  between  the  two,  when  the  one  meant 
will  be  designated. 


GENERAL  APPEARANCE  OF  THE  FLOWER. 


SUPPOSE  the  teacher  to  stand  before  the  bed  of 
nasturtiums  with  the  children  about  her. 

They  have  come  to  look  at  the  flowers,  but  are  not 
to  pick  them. 

The  teacher  questions,  as  in  the  morning-glory, 
about  the  appearance  of  the  flowers. 

It  is  decided  that  they  can  be  seen  a  long  way  off 
because  they  are  so  large  and  bright,  and  because 
they  stand  up  on  long  stems. 

Teacher:  "Do  they  all  stand  up  away  from  the 
leaves?" 

Kate:  "No,  but  they  are  so  bright  you  can  see 
them  under  the  leaves." 

John:  "The  leaves  are  not  so  very  thick.  You 
can  see  between  them." 

Teacher:  "  What  other  flower  do  we  know  about 
that  stands  up  so  as  to  be  easily  seen?" 

Children :  "The  morning-glory." 

Ned:  "This  is  brighter  than  the  morning-glory." 

John:  "  It  does  n't  stand  out  so  far,  I  think." 

Nellie:  "It  doesn't  need  to.  You  can  see  it 
easier,  it  is  so  red." 

109 


110  A    FEW  FAMILIAR    FLOWERS. 

Teacher:  "Why  do  you  suppose  it  is  so  bright  ?" 
[This  question  will  not  be  asked  here  if  the  morn- 
ing-glory  has   not   been   studied.      See   chapter  on 
Morning-Glory.] 

Kate:  "It  is  bright  because  it  wants  the  bees  to 
see  it  and  come." 

Teacher :  "  Do  the  bees  come  ?  " 
Ned:  "  Yes,  here  's  one  in  my  flower." 
Teacher:  "  Is  it  a  big  bee  or  a  little  one  ?  " 
Kate:  "  It 's  a  big  bumblebee." 
Teacher:  "Watch  it,  and  see  where  it  goes." 
John:  "It  has  gone  clear  in  as  far  as  it  could 
crowd." 

Teacher:  "  What  do  you  suppose  it  is  after?  " 
Children:  "Nectar." 

Teacher:  "Let  us   see  if  we  can  find  where  the 
nectar  is  kept." 

John:  "There  is  a  round  hole  way  back  in  my 
flower." 

Teacher:    "Put  a  toothpick  gently  in 
.-and  see  where  it  goes." 

John :     "  It  goes  down  into  that 
long  horn  at  the  back  of  the  flower." 
Teacher :    "  Now  take  it  out  and 
look  at  the  point." 

John:  "It  is  quite  wet." 


THE    NASTURTIUM  111 

Teacher:  "  Taste  it." 

John:  "It  is  sweet." 

Teacher:  "  What,  then,  do  you  think  it  is  ?  " 

e/o^ft :  "  I  think  it  is  nectar." 

Teacher :  "  How  does  it  compare  in  quantity  with 
the  nectar  of  the  morning-glory?" 

Nellie:  "  There  is  a  great  deal  more." 

Teacher:  "  What  is  the  long  horn  ?  " 

Jennie:  "It  is  the  nectary." 

Teacher:  "  What  a  cunning  place  to  store  the 
nectar!" 

Nellie:  "It  is  like  a  cornucopia." 

Teacher:  "' Cornucopia '  means6 horn  of  plenty/ 
so  I  think  that  a  pretty  good  name  for  it.  Sometime 
we  will  read  the  story  of  the  cornucopia.1  Where 
do  we  see  cornucopias,  James?" 

James:  "  On  the  Christmas  tree,  full  of  candy." 

Nellie:  "  The  flower  is  the  bee's  Christmas  tree." 

Teacher:  "  The  cornucopia  on  our  flower  is  called 
a  '  spur,'  because  it  sticks  out  like  the  spur  on  a 
horseman's  heel  or  on  the  leg  of  a  rooster.  I  do 
not  think  that  is  as  pretty  a  name  as  cornucopia." 

John:  "  Let  us  call  it  cornucopia." 

Teacher:  "  So  you  may ;  only  let  us  sometimes  say 
6  spur,'  so  we  may  not  forget  that  is  also  its  name." 

1  See  Flowers  and  their  Friends :  "  The  Tropaeolum." 


112  A    FEW   FAMILIAR    FLOWERS. 

Teacher:  "How  many  openings  are  there  to  the 
nectary  of  the  nasturtium?" 

Kate:  "  Only  one." 

Teacher:  "Who  remembers  how  many  the  morn- 
ing-glory has  ?  " 

Children:  "It  has  five." 

May :  "  I  think  I  know  why  the  nasturtium  has 
so  much  more  nectar.  It  is  because  it  is  all  in  one 
place.  In  the  morning-glory  it  is  in  five  places." 

Let  the  children  try  to  draw  the  flower.  Also 
have  them  write  about  it,  or,  if  they  cannot  write, 
have  them  tell  the  story  of  the  flower  over  and  over. 

Take  as  much  time  as  is  necessary  to  make  the 
work  easy  and  pleasant;  do  not  crowd  too  much 
into  one  lesson.  Have  a  separate  writing  book  for 
the  plant  study.  [See  Morning-Glory  chapter.] 

SUMMARY. 

1.  The  bright  and  conspicuously  placed  flower. 

2.  Its  general  shape. 

3.  Entrance  of  the  bee. 

4.  Finding  of  the  nectar. 

5.  The  nectary,  its  position,  shape,  and  opening. 


THE   COROLLA. 


REVIEW  previous  lessons.  As  a  rule,  the  review 
should  precede  each  new  lesson.  The  necessity  for 
constant  review  cannot  be  too  strongly  insisted  upon. 

The  review  naturally  grows  briefer  as  time  goes 
on,  until  only  the  principal  facts  are  mentioned. 

Have  the  review  sometimes  given  in  the  form  of  a 
story.  Spare  no  pains  to  make  the  children  love  the 
work.  Let  one  child  tell  all  he  can  about  the  flower 
cup,  another  about  the  bee,  etc. 

After  the  review  let  the  teacher  ask  the  children 
if  they  like  to  look  at  the  flower,  and  why. 

They  will  say  they  do,  because  it  is  pretty,  bright, 
like  sunshine,  etc. 

Ask  them  to  smell  of  it.     It  smells  sweet. 

How  do  the  bees  find  the  flowers  ? 

They  see  them  because  of  their  bright 
color,  and  probably  they  smell  them  as 
well. 

Teacher :  "  Watch  a  bee  go  into  the 
flower.  See  what  a  fine  little  room  it 
makes  for  Madam  Bee.  Look  at  the  roof 
of  this  flower  house ;  of  how  many  pieces  is  it  made  ? 


113 


114 


A    FEW   FAMILIAR    FLOWERS. 


Tom:  "  It  is  made  of  two  pieces." 

Teacher:  "  Shall  I  tell  you  what  these  pieces  are 
called?  They  are  called  'petals.'  How  many  petals 
make  the  floor  ?  " 

John:  "Three." 

Kate:  "One,  and  the  other  two  make  the  sides." 

Teacher:  "How  many  petals  are 
there  altogether?" 

Children:  "  There  are  five." 

Nellie :  "  There  are  five  big  ones. 
There  are  some  little  ones  between 
the  big  ones." 

Teacher:  "Turn  the  flower  around 
and  look  at  the  back  of  it.  You  see 
what  you  call  the  little  petals  are 
on  the  outside." 

John:  "  They  cover  the  cracks  between  the  petals." 

Teacher:  "So  they  do.     Look  at  this  bud,  John. 
What  do  the  outside  parts  do  for  it?" 

John:    "They  cover  it  all  up.     You  can 
just  see  the  end  of  the  flower  sticking  out." 
Teacher:    "  Who  remembers   what  this  outside 

covering  to  the  morning-glory  bud  is  called  ?  " 

Children:  "  The  calyx." 

Teacher:  "  What  is  the  difference  between  this  and 
the  morning-glory  calyx?" 


THE  NASTURTIUM.  115 

[The  children  will  remember  that  that  was  green, 
and  see  that  this  is  colored  a  little  like  the  flower. 
Also  that  this  is  larger  than  that,  and  not  so  regular 
in  shape. 

They  will  also  notice  that,  like  the  morning-glory 
calyx,  it  has  five  sepals. 

The  nasturtium  calyx  is  large  and  bright  to  help 
the  petals  make  the  flower  showy. 

But,  like  the  morning-glory  calyx,  it  is  less  deli- 
cate than  the  corolla.  It  is  tough  and  strong  to 
protect  the  corolla. 

The  teacher  now  asks  what  they  will  call  the 
bright  part  of  the  flower  as  a  whole. 

They  tell  her  the  corolla,  and  that  "  corolla  "  means 
"little  garland,"  or  "crown."] 

Teacher :  "  Is  the  corolla  all  grown  into  one  piece 
here  ?  " 

Children:  "No,  it  is  separated  into  five  petals." 

Because  it  has  several  distinct  petals  this  corolla  is 
said  to  be  "  polypetalous."  "  Poly-"  means  "  many," 
so  "  polypetalous  "  literally  means  "  many  petals." 

Does  this  polypetalous  flower  make  as  good  a 
place  for  the  bee  as  the  morning-glory? 

Almost  as  good,  because  the  petals  overlap  and  are 
stiff,  and  so  make  a  sort  of  cup  for  the  bee  to  go 
into. 


116  A    FEW   FAMILIAR    FLOWERS. 

If  the  morning-glory  has  been  studied,  ask  if  its 
corolla  is  divided  into  several  petals.  It  is  not.  All 
of  the  corolla  is  grown  together  into  a  tube.  Such  a 
corolla  is  said  to  be  "  gamopetalous,"  because  "  gamo-" 
means  "union,"  and  there  is  here  a  close  union  of 
the  corolla  into  one  piece,  with  no  separate  petals. 

What  do  both  calyx  and  corolla  do  for  the  flower  ? 
They  protect  the  tender  essential  organs,  and  they 
make  the  flower  conspicuous. 

They  are  the  floral  envelopes.  They  may  also  be 
called  the  perianth. 

SUMMARY. 

1.  Flowers  fragrant  to  attract  bees. 

2.  Corolla  composed  of  petals;  terms,  polypetalous  and   gamo- 
petalous. 

3.  Colored  calyx. 

4.  Floral  envelopes,  or  perianth. 

Do  not  forget  to  have  as  much  writing  and  draw- 
ing in  connection  with  the  flower  study  as  possible. 

If  the  children  have  studied  the  morning-glory,  or 
are  old  enough  to  do  so  intelligently,  have  them  form 
a  schedule  of  the  flower  parts  at  this  point. 

Floral  envelopes,  ( calyx  —  sepals, 
or  perianth      (  corolla  —  petals. 


SHAPE   AND   COLOR  OF   THE   PETALS. 


ARE  the  petals  all  the  same  shape  ? 
It  will  readily  be  noticed  that  the 
two  upper  ones  are   broader, 
and  the  three  lower  ones  have 
long,  slender  stems. 
We  call  the  stem  of  a  petal  a  "  claw." 
Let  us  see  how  the  two  upper  petals 
come  to  make  such  a  fine  tight  roof. 
The  children  will  notice  that  their  edges  overlap, 
the  petals  are  so  broad.     But  back  in  the  flower  the 
claws  are  slender,  and  there  would  be  a  crack  between 
them   if  it  were  not  for   the  topmost  sepal.     This 
covers  up  the  crack.     The  two  side  sepals  bring  the 
roof  well  down  at  the  sides. 

The  two  upper  petals  grow  fast  to  the  sepals. 
The  rain  cannot  come  through  this  roof. 
The  flower  does  not  like  the  rain  to  get  inside,  for 
it  mixes  with  the  nectar  and  wets  and  spoils  the 
pollen. 

If   the  flower  grew  upside  down  the  rain  could 
easily  come  in.     There  are  openings  in  the  floor.     It 


117 


118  A   FEW  FAMILIAR   FLOWERS. 

is  not  necessary  for  .the  floor  to  be  tight  enough  to 
keep  out  rain. 

The  petals  grow  between  the  sepals.  They  are 
therefore  "  alternate  "  with  them. 

The  three  lower  petals  have  a 
sort  of  fringe  on  the  claw  and  on 
the  petal  where  it  joins  the  claw. 
This  fringe  is  called  a  "beard." 

Of  what  use  is  this  beard  to  the  flower  ? 
It  might  help  keep  out  the  rain,  and  it  might  pre- 
vent ants  and  other  small  insects  from  crawling  in 
and  stealing  the  nectar. 

The  flower  likes  the  bees  to  come,  but  does  not 
like  the  ants. 

Some  child  will  probably  suggest  that  that  is  why 
the  lower  petals  have  such  slender  claws.  It  would 
not  be  easy  for  a  small  insect  to  walk  in.  It  would 
be  likely  to  get  in  the  cracks  of  the  floor. 

Notice  how  the  flower  stands. 
Does  the  opening  into  the  corolla 
•  look  up  to  the  sky  or  to  one  side  ? 

The  flower  is  so  attached  to  the 
peduncle  that  the  opening  looks  out 
to  one  side.     The  roof  is  above.     In  this  way 
the  stamens  are  protected  from  the  rain. 

Recall  a  similar  position  in  the  morning-glory 


THE  NASTUUT1UM.  119 

flower.  The  corolla  is  not  held  with  the  opening 
looking  straight  up  to  the  sky.  We  remember  it 
was  turned  a  little  to  one  side. 

Draw  the  flower  in  its  proper  attitude. 

Are  the  nasturtium  petals  all  colored  alike  ? 

The  upper  ones  have  brighter  spots  of  color  and 
they  have  brown  lines. 

These  brown  lines  run  into  the  honey  spur,  or 
nectary. 

They  guide  the  bees  to  the  nectar.  What  other 
nectar  guides  have  we  seen? 

The  white  (or  colored)  paths  in  the  morning-glory 
are  nectar  guides,  or  pathfinders. 

SUMMARY. 

1.  Shape  and  position  of  petals. 

2.  Claw. 

3.  Nectar  guides. 


THE  CALYX. 


Teacher:  "  Look  at  the  calyx  and  tell  me  how 
many  sepals  it  has,  John." 

John:  "  It  has  five  sepals." 
Teacher :  "  Are  they  separate 
or  grown  together?  " 

John :  "  They  are  separate." 
Kate:    "  I    think    they   are 
grown  together." 

Nellie :    "  They  are  separate 
at  the  ends  and  grown  together 
at  the  bottom." 

Teacher :     "  Is   Nellie    right   about 
this?" 

[The  children  examine  carefully,  and  decide  that 
she  is  right.  At  the  bottom  the  sepals  are  all  grown 
into  one.] 

Teacher :  "  What   do  we  call   the   morning-glory 
corolla  because  it  has  no  separate  petals,  John?" 
John :  "  We  call  it  gamopetalous." 
Teacher:  "  What  shall  we  call  the  calyx  when  the 
sepals  are  grown  together  into  a  single  piece  ?  " 


120 


THE  NASTURTIUM.  121 

John :  "  We  might  call  it  gamosepalous." 

Teacher:  "  That  is  right.  We  call  our  calyx  gamo- 
sepalous if  the  sepals  are  grown  together  ever  so 
little,  so  as  to  make  the  lower  part  of  the  calyx  one. 
If  the  sepals  were  all  separate,  what  should  we  call 
the  calyx?" 

John:  " Polysepalous." 

Teacher :  "That  is  right.  What  kind  of  a  calyx 
has  the  morning-glory  ?  " 

Nellie:  "It  has  a  polysepalous  calyx." 

Teacher:  "Good.  Now  look  at  the  spur.  What 
part  of  the  flower  makes  the  spur  ?  " 

Fred:  "  I  think  it  is  the  calyx." 

Teacher:  "  How  does  the  calyx  make  a  spur  ?  " 

Fred:  "  Some  of  the  sepals  are  grown  together  to 
make  it." 

Teacher:  "Which  sepals  have  grown  together  to 
make  the  spur?" 

George:  "  The  three  upper  ones  have." 

Teacher:  "Are  there  any  color  lines  on  the 
calyx?" 

Fred:  "Yes,  on  the  upper  sepals.  They  finish  out 
the  nectar  guides  of  the  petals." 

Teacher:  "What  other  part  of  the  flower  do  the 
sepals  resemble?" 

May:  "They  resemble  the  petals." 


122  A    FEW   FAMILIAR    FLOWERS. 

Teacher:  "  What  part  of  the  plant  do  the  morning- 
glory  sepals  resemble  ?  " 

John:  "They  are  like  little  green  leaves." 

Jeacher:  "  What  are  the  uses  of  the  sepals  to  the 
nasturtium  ?  " 

Kate:  "They  help  make  it  bright." 

John:  "  They  help  form  a  roof  to  keep  out  rain." 

May:  "  They  help  make  a  floor." 

Nellie:  "  They  protect  the  bud." 

Write  about  the  calyx. 

SUMMARY. 

1.  Shape,  position,  and  use  of  sepals. 

2.  Gamosepalous. 

3.  Polysepalous. 

With  the  older  pupils  the  teacher  may  speak  of 
the  "  cohesion  "  and  "  adhesion  "  of  flower  parts.  If 
physics  has  been  studied,  it  will  be  remembered  that 
like  molecules  cohere,  as,  for  instance,  the  molecules 
in  a  piece  of  wood.  Unlike  molecules  when  they 
remain  together  are  said  to  "  adhere,"  as  when  two 
pieces  of  wood  are  held  together  by  glue.  The  glue 
adheres  to  the  wood.  So  when  different  parts  of  the 
same  flower  whorl  grow  together  they  are  said  to 
•"  cohere." 


THE   NASTURTIUM.  123 

When  one  sepal  grows  to  another  sepal,  as  in  the 
case  of  the  monosepalous  calyx,  the  sepals  are  said 
to  cohere.  If  petals  grow  together  they  are  said  to 
cohere,  and  so  of  the  parts  of  any  flower  whorl. 

But  if  the  parts  of  different  flower  whorls  grow 
together  they  are  said  to  adhere.  Thus,  if  petals  and 
sepals  grow  fast  to  each  other,  they  are  said  to 
adhere,  as  in  the  case  of  the  upper  petals  and  sepals 
of  the  nasturtium. 

In  the  morning-glory  the  older  pupils  found 
the  nectar  gland  growing  about  the  ovary.  In 
the  nasturtium  it  occupies  the  tip  of  the  spur, 
and  the  nectar  flows  into  and  partly  fills  the  roomy 
spur. 

It  will  interest  the  older  pupils  to  know  why  the 
spur  is  so  long. 

Can  the  bee's  tongue  reach  to  the  bottom  of  this 
long  spur  ? 

It  cannot.  Even  the  large  bumblebee  cannot 
reach  clear  down.  Then  why  has  the  flower  devel- 
oped such  a  nectary? 

Usually  the  flower  is  constructed  to  agree  with  the 
shape  and  size  of  the  insects  that  fertilize  it.1 

No  doubt  this  is  true  of  the  nasturtium,  and  in 
spite  of  the  frequency  with  which  the  large  bees  are 

1  See  Flowers  arid  their  Friends  •  "  Tongues  and  Tubes." 


124  A    FEW   FAMILIAR    FLOWERS. 

found  in  it  in  our  gardens,  it  evidently  is  not  a  bee 
flower. 

We  must  remember  the  nasturtium  does  not  grow 
of  itself  in  our  climate.  It  is  not  wild  with  us.  It 
has  been  brought  from  South  America,  where  it  no 
doubt  is  visited  by  insects  with  very  long  tongues,  or 
else  by  humming  birds,  and  so  has  developed  a  long 
spur.1 

Humming  birds  sometimes  visit  it  here.  Their 
long  bills  can  reach  deep  into  the  nectary.  But  our 
bumblebees  are  able  to  get  some  of  its  nectar,  and 
they  are  very  fond  of  it,  being  effectual  instruments 
in  fertilizing  it. 

1  See  Flowers  and  their  Friends  :  "  The  Tropaeolum. " 


THE   STAMENS. 


Teacher:  "  What  do  you  think  the  bee  finds  in  the 
flower  besides  nectar  ? " 

Children:  "  She  finds  pollen." 
Have   the    children  watch   the 
bees  gather  the  pollen  if  possible. 
See  them  collect  a  little 
ball  of  dark-colored  pol- 
len on  the  hindmost  legs. 
Where  does  the  bee  get 
the  pollen  ? 

The  children   will  say  she  gets  it 
from  the  anthers. 

What  are  the  anthers  a  part  of  ? 
They  are  a  part  of  the  stamens. 
Teacher:  "  Where  in  the  nasturtium  do  we  find  the 
stamens?" 

John:  "They  are  on  the  floor." 
The  children  will  find  there  are  eight  of  them. 
They  do  not  stand  up  as  in  the  morning-glory. 
They  lie  flat  on  the  floor,  but  the  anthers  of  some 
turn  up. 

125 


126  A    FEW   FAMILIAR    FLOWERS. 

Why  do  they  lie  flat  on  the  floor  ? 

Evidently  so  as  not  to  obstruct  the  opening  to  the 
nectary.  They  also  help  make  a  firm  floor,  or  land- 
ing-place, for  the  insect. 

See  if  the  anthers  are  all  ripe  and  shedding  their 
pollen  at  the  same  time. 

Only  part  are.  Some  have  not  opened  yet,  others 
have  shed  all  their  pollen,  while  still  others  are 
shedding  it. 

Have  the  children  discover  for  themselves  that  only 
the  ripe  anthers  stand  up.  The  unripe  and  overripe 
lie  down  out  of  the  way. 

Why  do  the  ripe  anthers  stand  up  ? 

In  order  that  when  a  large  insect  enters  the  flower 
it  may  brush  against  them. 

When  the  anther  gets  ripe  it  opens,  or  "  dehisces," 
and  sheds  its  pollen. 

The  stamens  think  of  each  other ;  they  do  not  wish 
to  get  in  each  other's  way,  so  when  they  are  not 
shedding  pollen  they  lie  down  flat  out  of  the  way  of 
the  nectary,  so  the  bees  can  come  to  the  ripe  stamens. 

The  teacher  tells  the  children  to  press  the  three 
lower  petals  down  out  of  the  way  and  look  at  the 
stamens  carefully. 

Teacher:  "  How  many  of  them  seem  ripe  and 
fresh  and  full  of  pollen  ? " 


THE   NASTURTIUM.  127 

Kate:  "Only  one  of  mine.  Two  of  them  look 
withered  and  five  have  not  opened." 

John :  "  One  of  mine  looks  fresh.  All  of  the 
others  look  withered  and  lie  down." 

Teacher:  "  How  many  find  just  one  anther  full  of 
fresh  pollen  ?  " 

Several  do. 

Teacher:  "  How  many  find  more  than  one  ?  " 

A  few  do. 

Teacher :  "  How  many  find  all  the  anthers  ripe  and 
fresh  and  covered  with  pollen  ?  " 

Jennie  thinks  she  does,  but  Lucy  shows  her  how 
the  fresh  ones  look,  then  she  says  hers  are  all 
withered. 

If  the  children  are  old  enough,  and  if  there  is 
abundance  of  material,  the  ripening  of  the  anthers 
can  be  watched  for  a  few  days,  and  the  order  in 
which  the  stamens  open  one  at  a  time  can  be  noticed. 

Why  do  the  stamens  open  one  at  a  time  and 
continue  to  shed  pollen  for  several  days  instead 
of  all  opening  together  and  finishing  their  work  in 
a  few  hours,  as  is  the  case  with  most  of  our  wild 
flowers  ? 

If  the  stamens  opened  all  at  once  the  pollen  might 
be  injured  by  a  heavy  shower,  where  the  water  beat 
in  and  soaked  the  anthers.  Does  the  Trovceolum, 


128  A    FEW    FAMILIAR    FLOWERS. 

then,  bloom  in  its  native  country  during  a  rainy 
season  ? 

Teacher:  "  Why  are  the  stamens  of  the  nasturtium 
on  the  floor  ?  " 

Lucy:  "  So  the  bee  will  have  to  touch  the  pollen 
when  she  goes  in." 

Nellie:  "  It  is  easy  for  her  to  get  the  pollen." 

Teacher:  "Is  this  like  morning-glory  pollen?" 

John:  "No,  it  is  red." 

Teacher:  "Do  the  bees  gather  it?" 

If  the  children  can  watch  the  flowers  out  of  doors, 
they  will  see  the  bees  with  the  red  pollen  on  their 
legs  and  bodies.  If  not,  the  teacher  will  have  to  tell 
how  they  collect  it. 

If  they  have  seen  the  bees  in  the  morning-glories, 
they  can  tell  for  themselves. 

Have  the  children  look  at  the  filaments  of  the 
stamens. 

They  are  short  and  stiff.  They  do  not  stand  up 
straight,  but  curve  so  as  to  bring  the  anther  in  the 
right  place.  .  If  the  children  can  do  so,  have  them 
form  a  schedule  of  the  parts  of  the  stamen. 

f  anther  —  pollen. 
Stamen  <^ 

[  filament. 

Have  the  children  spend  as  much  time  as  possible 
in  drawing  the  flowers.  Also  have  as  much  writing 


THE   NASTURTIUM.  129 

as  possible;    the   nasturtium  stamens  form    a  very 
attractive  subject. 

SUMMARY. 

1.  The  stamens. 

2.  Their  position,  number,  method  of  ripening. 

If  she  pleases,  the  teacher  may  here  compare  the 
position  of  the  morning-glory  stamens  with  that  of 
the  nasturtium  stamens. 

In  both  cases  the  object  is  the  same,  —  to  place  the 
stamens  in  such  a  position  that  the  insect  cannot 
reach  the  nectar  without  coming  in  contact  with  the 
pollen. 

There  are  five  openings  to  the  nectary  of  the 
morning-glory,  so  the  stamens  stand  erect,  stacked 
about  the  central  column ;  and  whichever  way  the 
insect  enters,  it  will  be  likely  to  touch  the  circle  of 
anthers. 

In  the  nasturtium  there  is  only  one  opening  to  the 
nectary ;  therefore  the  stamens  are  all  put  in  front 
of  that  opening  and  so  placed  that  the  insect  is 
obliged  to  pass  over  them  to  reach  the  nectar. 

In  the  case  of  the  humming  bird,  the  under  side  of 
the  bill  becomes  dusted  with  pollen,  and  this  is  carried 
to  the  next  flower. 


130  A    FEW   FAMILIAR    FLOWERS. 

If  it  is  impossible  to  go  to  the  growing  flowers 
where  the  bees  have  access  to  them,  the  flowers  may 
be  used  in  the  class  room. 

The  teacher  should  then  have  the  children  place 
their  flowers  in  water,  with  the  stem  supported  in  just 
the  position  the  flowers  assume  when  growing — that 
is,  with  the  open  face  of  the  flower  directed  out  instead 
of  up,  as  in  the  illustrations,  the  spur  hanging  down. 

Then  the  teacher  may  tell  how  the  bright  flowers 
stand  out  in  the  open  spaces  above  or  between  the 
leaves,  and  how  the  bees  come  to  them. 

Then  she  may  tell  the  children  to  make  believe 
the  little  finger  is  the  bee,  and  to  slide  it  in  under 
the  roof  of  the  flower,  so  it  will 
lodge  in  front  of  the  opening  to 
the  nectary. 


THE   NASTURTIirM.  131 

Teacher:  "  Now  take  out  the  finger  and  look  at 
it." 

Ned:  "  Mine  is  all  yellow." 

All  the  children  find  their  fingers  yellow. 

Teacher:  "What  do  you  suppose  has  made  your 
fingers  yellow?" 

Kate:  "I  think  it  is  pollen." 

Teacher:  "  Is  it  like  the  morning-glory  pollen  ?  " 

Tom :  '•  That  was  white  and  this  is  red,  but  it 
stains  the  fingers  yellow.  It  is  floury,  like  the 
morning-glory  pollen." 

Teacher:  "  You  are  right,  it  is  the  pollen." 

The  teacher  now  asks  the  children  to  tell  her  what 
the  bee  does  with  the  pollen. 

If  they  have  studied  the  morning-glory,  they  are 
able  to  tell  her  it  is  the  flour  of  which  the  bees  make 
beebread,  and  that  they  carry  it  to  the  hive  attached 
to  the  hairs  of  the  body  or  rolled  into  little  balls  on 
the  legs. 

[See  first  chapter  on  the  Morning-Glory.] 

Such  a  lesson  can  be  made  very  charming,  though 
of  course  nothing  can  take  the  place  of  the  real  bees 
and  the  natural  growth  of  the  flowers. 

Have  the  older  pupils  notice  that  the  attachment 
of  anther  to  filament  is  innate,  the  same  as  in  the 
morning-glory. 


132  A    FEW    FAMILIAR    FLOWERS. 

The  anthers  have  two  cells  each'.  These  cells  open, 
or  dehisce,  by  a  lengthwise  slit  at  the  side  instead  of 
at  the  back,  as  in  the  morning-glory.  The  pollen 
gushes  out  and  lies  on  the  front  of  the  anther  in  the 
best  position  to  be  rubbed  off  by  a  passing  insect. 


THE    PISTIL. 


LEAD  the  children  to  notice  how  all  the  stamens 
bend  back  so  as  not  to  stop  up  the  opening  to  the 
nectary.      They  are  anxious   to 
please    the   bee   and    make    her 
glad    to    visit    the 
flower. 

Teacher:  "Why 
do  they  wish  the  bee  to 
come  ? " 

Fred:    "  They  want   her   to 
carry  the  pollen." 

Teacher:    "Where   do    they 
want  her  to  take  it  ?  " 
Nellie:  "To  the  little  seed-children." 
Teacher:  "  Let  us  look  for  the  seed-children.    What 
part  of  the  flower  holds  them,  Jack  ?  " 
Jack:  "The  mother  part  holds  them." 
Teacher:  "  What  do  we  call  the  mother  part  ?" 
Frank:  "  The  pistil." 
Teacher:  "Where  is  the  pistil  in  our  flower?" 


133 


134  A   FEW  FAMILIAR   FLOWERS. 

Nellie:  "  There  is  a  green  berry  in  the  bottom  of 
my  flower  with  a  little  white  brush  growing  out  of 
the  top." 

Tom:  "It  looks  more  like  an  anchor  than  a 
brush." 

The  children  should  here  examine  some  old  and 
therefore  partly  faded  flowers. 

The  pistil  is  large  and  conspicuous.  The  style 
stands  up,  the  three  linear  lobes  to  the  stigma  stand 
apart. 

In  the  newly  opened,  flower  it  is  difficult  to  see  the 
pistil.  The  style  is  small  and  short,  and  the  stigma 
lobes  lie  close  together.  The  stamens  quite  conceal 
the  pistil.  Until  the  stigma  lobes  separate  and  the 
pistil  stands  up,  the  pistil  is  not  ripe,  and  cannot  use 
the  pollen  that  may  fall  upon  it. 

Let  the  children  examine  their  flowers  and  dis- 
cover that  the  stigma  is  not  open  until  nearly  or 
quite  all  of  the  stamens  have  shed  their  pollen,  and 
that  meantime  the  small,  half-grown  pistil  lies  down 
under  the  stamens. 

When  the  flower  is  nearly  done  shedding  pollen, 
the  pistil  comes  up.  It  grows  larger  and  longer  and 
stands  up  where  the  ripe  anthers  stood  in  front  of 
the  opening  to  the  nectary,  and  its  three  lobes  are 
wide  open. 


THE   NASTURTIUM.  135 

No  bee  could  go  in  without  touching  it. 

The  spur  is  full  of  honey.  There  is  not  much,  if 
any,  pollen  left,  but  there  is  plenty  of  delicious  nectar, 
and  the  bees  visit  it  as  eagerly  as  ever. 

Why  does  the  stigma  wait  until  the  anthers  have 
shed  their  pollen? 

Does  it  not  wish  to  receive  pollen  ? 

It  wishes  it  of  all  things  in  the  world,  for  without 
it  its  seed-children  would  perish.  But  it  does  not 
want  its  own  pollen ;  it  wants  pollen  from  another 
flower.  It  knows  the  bee  will  be  dusted  with  other 
pollen  when  she  comes  to  it  for  nectar,  and  that 
going  to  the  nectary  she  will  brush  against  the 
now  ripe  and  sticky  stigma  with  its  three  lobes 
standing  wide  apart,  and  leave  some  of  this  pollen 
upon  it. 

Like  the  morning-glory,  the  nasturtium  does-  not 
make  pollen  for  its  own  use.  It  makes  it  for  the  use 
of  its  neighbors,  the  other  nasturtiums,  and  sends  it 
to  them  by  its  messengers,  the  insects  and  humming 
birds.  It  first  fills  its  spur  with  honey  to  entice 
these  visitors  for  the  benefit  of  its  neighbors,  then 
makes  honey  to  call  the  insects  with  their  pollen- 
dusted  bodies  to  come  and  give  pollen  to  its  pistil. 

What  happens  as  soon  as  the  pollen  touches  the 
stigma  ? 


136  A    FEW    FAMILIAR    FLOWERS. 

The  children,  if  the  morning-glory  has  been 
studied,  will  be  able  to  tell  how  the  pollen  grain 
sends  down  its  tube  to  the  ovule,1  and  how,  as  soon 
as  it  has  received  the  gift  from  the  pollen,  —  or  been 
fertilized,  —  the  ovule  begins  to  develop  into  a  seed. 

Tell  in  connection  with  this  stories  of  the  mother 
part  of  the  plant  and  her  care  of  the  seed-children. 

Do  not  forget  the  writing  and  drawing.1 

SUMMARY. 

1.  The  pistil  is  the  flower's  reason  for  enticing  the  bee. 

2.  The  ovary  :    a.  The  style,  short  at  first,  grows  longer,     b.  The 
club-like  stigma  when  ripe  opens  into  three  linear  lobes. 

3.  The  pistil  ripens  after  the  anthers,  and  when  ripe  stands  up 
in  front  of  the  nectary. 

SCHEDULE  OF  ESSENTIAL  ORGANS. 

f  anther  —  pollen. 
Stamen^ 

I  filament. 

f  ovary. 
Pistil    <j  style. 

I  stigma  —  lobes. 

As  the  petals  and  stamens  fade  and  expose  the 
ovary,  notice  that  they  are  attached  to  the  peduncle 
below  the  ovary.  Thus  the  ovary,  like  that  of  the 
morning-glory,  is  superior. 

1  See  Flowers  and  their  Friends. 


THE   NASTURTIUM.  137 

Help  the  older  children  to  understand  clearly  the 
meaning  of  "  superior  "  as  applied  to  the  ovary,  as  it 
will  save  them  much  trouble  in  their  future  botany 
work. 

Since  the  nasturtium  is  so  modified  as  to  make 
cross-fertilization  by  means  of  insect  or  bird  visits 
almost  a  necessity,  what  will  happen  when  the  plants 
are  grown  in  the  house,  where  no  insects  or  humming 
birds  approach  them  ? 

A  few  belated  pollen  grains  may  be  shaken  or 
blown  against  the  stigma  from  its  own  anthers,  and 
so  occasionally  seeds  will  set ;  but  for  an  abundant 
crop  of  strong  seeds,  artificial  fertilization  will  have 
to  be  resorted  to. 

If  the  children  have  studied  the  morning-glory,  they 
will  be  prepared  to  understand  why  the  pollen  must 
be  put  upon  the  stigmas,  and  it  will  be  great  fun  for 
them  to  convey  the  pollen  of  one  plant  to  the  ripe 
stigma  of  another  upon  a  pencil  point,  the  end  of  a 
toothpick,  or  by  means  of  a  small,  clean  paint  brush. 
They  can  play  they  are  the  bees. 

If  they  have  not  studied  the  morning-glory,  when 
they  find  the  pollen  and  learn  the  use  the  bee  makes 
of  it,  have  them  fertilize  the  plants  as  above,  and 
tell  them  the  reason  for  it. 

If  convenient,  a  few  unfertilized  plants  may  be  set 


138  A    FEW   FAMILIAR    FLOWERS. 

aside,  and  the  results  in  the  two  instances  watched, 
those  that  have  been  artificially  cross-fertilized  bearing 
more  seeds  than  those  that  have  not.  The  nasturtium 
does  not  illustrate  this  point  as  clearly  as  the  gera- 
nium, as  it  is  more  often  self -fertilized. 

We  have  now  found  two  ways  by  which  flowers 
secure  cross-fertilization. 

In  the  case  of  the  morning-glory,  the  structure  of 
the  flower  was  such  as  to  secure  it,  the  stamens 
standing  below  the  stigma  so  that  the  pollen  would 
not  naturally  come  in  contact  with  it. 

In  the  nasturtium,  stamens  and  pistil  are  close 
together,  and  self-fertilization  would  be  inevitable  if 
it  were  not  for  the  difference  in  time  at  which  the 
stamens  and  pistil  mature.  The  stamens  mature 
first ;  the  flower  is  therefore  said  to  be  "  protandrous," 
or  "proterandrous  "-—  "proterandrous"  being  formed 
from  two  Greek  words  and  meaning  "before"  and 
''male,"  that  is,  the  male  part  of  the  flower,  or  the 
anther,  maturing  before  the  pistil. 


OVARY   AND   FRUIT. 


IF  the  children  can  see  the  growing  plants,  then 
look  at  and  make   pictures  of  flowers  which  have 
begun  to  fall  to  pieces.     If  they 
cannot  see  the  growing  plants, 
the    teacher    must 
supply  such  flowers, 
as    well    as    stems 
holding  each  a  fruit. 

In  the  old  flower  the 
ovary  is  larger,  and  it  continues 
to  grow  after  all  the  petals  and 
sepals  have  fallen. 

The*  ovary   is    divided    into 
three  parts ;  it  is  therefore  compound. 

The  pistil  is  compound :  it  has  a  compound  ovary 
and  a  three-parted,  or  compound,  stigma. 

Each  division  of  the  ovary  is  a  single  cell  which 
contains  one  seed. 

One  cell  of  an  ovary  or  a  fruit  is  often  called  a 
"carpel." 

"  Carpel "    comes   from   a   Greek   word    meaning 
"fruit." 


140  A    FEW   FAMILIAR    FLOWERS. 

The  fruit  is  merely  the  developed  ovary.  Some- 
times the  nasturtium  fruit  has  but  two  carpels,  as 
one  fails  to  develop,  and  once  in  a  while  but  one  will 
be  matured.  Since  the  carpels  of  the  nasturtium  are 
almost  separate  from  each  other  and  stand  apart  like 
lobes,  they  are  sometimes  called  lobes. 

The  calyx  does  not  remain  to  protect  the  nastur- 
tium ovary,  as  it  does  in  the  morning-glory.  It  falls 
when  the  corolla  does ;  consequently  the  nasturtium 
fruit  has  no  covering  of  sepals. 

But  the  peduncle  does  its  best  to  care  for  it. 
What  does  the  peduncle  do  for  the  morning- 
glory  when  the  flower  cup  falls  ? 

It  turns  down,  we  remember,  so  as  to  hold 
the  seeds  under  the  leaves  and  out  of  the 
way. 

The  nasturtium  peduncle  does  more  than 
this.  It  curls  up.  Sometimes  it  makes  three 
or  four  turns,  like  a  bed  spring,  and  so  draws 
the  fruit  way  down  out  of  sight  under  the 
leaves.  . 

It  sometimes  turns  about  in  a  very  fantastic 
way  in  order  to  carry  the  fruit  beneath  the 
leaves. 

Have  the  children  draw  pictures  of  the  fruits  and 
their  twisting  steins. 


THE   NASTURTIUM.  141 

This  carrying  of  the  fruit  below  the  leaves  protects 
it  from  being  dried  up  by  the  sun,  and  also  makes 
room  for  other  flowers. 

If  all  the  fruits  stood  out  as  the  flowers  do,  there 
might  not  be  room  enough  for  the  buds  to  develop. 
The  fruits  care  for  the  other  flowers  and  get  out  of 
their  way. 

When  the  fruit  is  thoroughly  ripe  it  is  brown  and 
looks  shriveled.  It  is  smaller  than  the  green  fruit. 
It  finally  separates  from  the  peduncle  and  falls  to 
the  ground  in  three  parts.  The  cells  separate  from 
each  other  as  well  as  from  the  peduncle. 

The  fruit  does  not  dehisce,  so  we  cannot  call  it  a 
pod. 

SUMMARY. 

1.  Ovary:    Compound,    three-celled,  one   seed   in   each   cell,    or 
carpel,  or  lobe. 

2.  Fruit. 

3.  Twisting  of  peduncle. 

Charming  compositions  can  be  written  at  this  stage 
of  the  work. 


THE   LEAF. 


LOOK  down  upon  a  bed  of  nasturtiums.  See  how 
the  large  leaves  form  a  sort  of  loose  canopy  above, 
while  underneath  and  close  to  the  stems  are  many 
little  leaves. 

The  stems  of  the  large  outer  nasturtium  leaves 
grow  very  long  sometimes,  so  all  the  place  underneath 
is  lighter  and  more  airy  than  in  the  space  beneath 
the  morning-glory  vine. 

Notice  that  the  largest  and  finest  leaves  are  on  top. 
The  leaves  are  round  like  a  shield,  with  the  petiole 
fastened  near  the  middle  of  the  back. 

Because  of  their  shape  the  leaves  are  called  "  pel- 
tate," from  the  Latin  word  pelta,  a  shield. 

They  are  held  up  like  a  col- 
lection of  shields  by  their  long 
petioles. 

The  shields  are  not  quite  round, 
and  the  petiole  is  not  attached 
directly  in  the  center,  but  more 
to  one  side.  For  these  reasons  the 


142 


THE   NASTURTIUM.  143 

leaf  is  larger  and  heavier  on  one  side,  and  conse- 
quently hangs  down  somewhat  instead  of  standing 
horizontally.  If  the  leaves  were  horizontal,  there 
could  be  but  few  of  them.  Standing  side  wise  as 
they  do,  they  do  not  interfere  so  much  with  each 
other. 

The  petioles  of  the  nasturtium  are  long  and  flexible, 
and  the  leaves  are  balanced  so  as  to  move  easily 
in  the  wind. 

Draw  the  nasturtium  leaves. 

The  seeds  were  brought  from  South  America  and 
planted,  and  the  nasturtiums  grow  for  us.  But  they 
have  to  grow  just  as  they  did  in  their  own  country 
—  at  least  at  first. 

If  our  climate  does  not  suit  them  as  they  are,  in 
course  of  time  they  may  possibly  change  to  suit  the 
climate. 

If  the  seeds  are  not  gathered  in  the  fall  and  taken 
care  of,  they  die. 

This  country  is  too  cold  for  them  ;  they  cannot  lie 
under  the  leaves  all  winter  and  start  to  grow  in  the 
spring  the  way  the  morning-glory  seeds  do. 

We  cannot  understand  the  nasturtium  as  well  as 
we  could  if  we  saw  it  in  its  own  home. 

We  do  not  know  just  what  its  natural  surround- 


144  A    FEW    FAMILIAR    FLOWERS. 

ings  there  are,  nor  how  its  new  surroundings  affect 
the  habits  of  the  plant. 

SUMMARY. 

1.  Shape  of  the  leaves  ;  position. 

2.  Home  of  the  plant. 


THE   PETIOLE. 


EXAMINE  the  petiole.  It  is  long  and  cylindrical, 
shaped  like  a  pencil,  a  wire,  or  a  rubber  tube. 

It  curves  about  a  good  deal.  It  brings  its  leaves 
to  the  light. 

Some  nasturtiums  climb  by  twining  the  leaf  stalks, 
or  petioles,  about  things  the  way  the  morning-glory 
vine  does. 

Other  nasturtiums  seem  to  have  partly  lost  that 
habit.  The  only  remains  of  it  are  the  queer  turns 
and  curves  it  makes  with  no  apparent  purpose. 

Notice  the  attachment  of  the  petiole  to  the  vine. 
One  leaf  grows  from  each  node.  Like  the  morning- 
glory,  the  nasturtium  has  alternate  leaves. 

The  peduncle  starts  from  the  axil  of  the  leaf. 
Leaf  buds  also  start  from  some  axils. 

The  petiole  of  the  leaf  is  not  tough  like  the  morn- 
ing-glory petioles.  It  is  crisp  and  juicy.  Such  a 
stem  is  called  "  succulent,"  from  the  Latin  succus, 
juice. 

There  is  a  stinging  taste  to  the  juice  of  the  nas- 
turtium. 


145 


146  A    FEW   FAMILIAR    FLOWERS. 

The  morning-glory  juice  was  milky  and  bitter. 

The  nasturtium  juice  is  said  to  be  "  pungent." 
"  Pungent "  comes  from  a  Latin  word  meaning  "  to 
prick."  When  any  part  of  the  nasturtium  plant  is 
crushed  by  the  teeth,  it  causes  a  prickling  sensation 
in  the  mouth  and  at  the  back  of  the  nose. 

The  word  "  nasturtium  "  itself  has  reference  to  its 
pungent  quality. 

"  Nasturtium "  has  a  very  funny  meaning.  It 
comes  from  two  Latin  words,  nasus  tortus.  "Nasus  " 
means  "  nose,"  "  tortus "  means  "  convulsed,"  so 
"nasus  tortus"  means  "  convulsed  .nose." 

Whenever  we  bite  a  nasturtium  we  have  a  "  con- 
vulsed nose,"  and  this  should  make  us  think  of  what 
its  name  means. 

SUMMARY. 

1.  Shape  of  petiole. 

2.  Axillary  growths. 

3.  Consistency  of  petiole. 

4.  Pungent  quality  of  plant  juices. 

The  nasturtium  is  a  very  pretty  plant  to  draw, 
flowers,  leaves,  and  fruits  making  good  subjects  for 
a  sketch. 


THE   LEAF   BLADE. 


GIVE  each  child  a  leaf  with  a  long  petiole. 

Notice  how  the  veins  come  out  of  the  petiole  and 
branch  about  in  the  leaf  blade. 

Hold  the  leaf  up  to  the  light  and 
see  the  network  of  fine  veins. 

Draw  the  leaf. 

The  venation  is  palmate  and  there- 
fore net- veined.  It  is  similar  to  that 
of  the  morning-glory. 

Look  at  the  color  of  the  leaf.     It 
is  lighter  green  than  the  morning-glory  leaf, 
and  lighter  on  the  under  than  the  upper  side. 

Leaves  are  usually  lighter  on  the  under 
side,  where  they  do  not  get  so  much  sunlight 
and  consequently  have  fewer  chlorophyll  cells. 

Notice  that  the  nasturtium  leaf  is  lighter 
in  color  than  most  other  leaves.  There  is  a 
good  reason  for  this. 

Hold  a  nasturtium  leaf  under  water.  It 
glitters  like  a  metal  leaf  on  both  sides.  Take  it 
from  the  water,  it  comes  out  dry ;  the  water  has  not 
made  it  wet. 


147 


148  A    FEW   FAMILIAR    FLO  WEES. 

The  reason  for  this  is  that  the  nasturtium  leaf  is 
covered  by  a  fine  coating  of  wax  on  both  sides.  This 
wax  coating  protects  the  stomata,  or  breathing  pores, 
from  the  entrance  of  water  from  the  outside. 

The  water  cannot  run  into  the  pores  of  the  leaf. 
Since  both  sides  of  the  leaf  are  coated  with  wax,  you 
would  expect  to  find  stomata  on  the  upper  as  well 
as  the  under  side,  and  this  is  the  case. 

Since  the  leaves  are  so  well  protected  against 
moisture,  you  would  expect  them  to  live  where  they 
were  subject  to  it.  Recall  the  stamens,  opening  one 
at  a  time,  and  lingering  for  several  days.  Both 
these  facts  lead  us  to  surmise  that  the  nasturtium  in 
its  native  home  has  to  contend  with  water  either  in 
the  form  of  showers  or  of  heavy  dew. 

The  position  of  the  leaf  blades  on  the  petiole  lead 
us  to  suspect  the  nasturtium  lives  in  a  hot  climate,  as 
well  as  one  where  there  is  frequent  rain  or  heavy  dew. 
From  such  facts  as  these  we  can  often  learn  many 
things  about  the  habitat  of  an  exotic,  as  we  call  plants 
not  native  to  our  country.  We  must  be  careful, 
however,  not  to  come  too  quickly  to  a  conclusion,  as 
we  need  to  know  all  the  reasons  for  certain  structures 
before  we  are  able  to  say  certainly  what  they  mean 
in  certain  cases. 

By  studying  the   structure   of   an  exotic  and  so 


THE   NASTURTIUM.  149 

finding  out  what  were  its  conditions  in  its  native 
country,  we  can  learn  what  to  do  for  it  to  make  it 
live  with  us. 

If  the  children  have  studied  the  morning-glory, 
question  them  about  the  use  of  the  ribs,  or  veins, 
about  the  use  of  the  parenchyma  and  the  meaning  of 
the  word. 

[See  lesson  on  Morning-Glory  Leaf.] 

Keep  vividly  before  the  mind  of  the  child  the  use, 
or  function,  of  each  part. 

SUMMARY. 

1.  Venation  :  Palmate  veined,  net-veined. 

2.  Color. 

3.  Appearance  under  water. 


VERNATION. 


THE  young  leaves  of  the  nasturtium  are  so  small 
that  it  is  difficult  to  determine  how  they  are  folded 
in  the  bud.  The  older  pupils,  however,  can  readily 
distinguish  their  vernation.  The  tiny  young  leaves 
have  both  margins  rolled  in  towards  the  mid-rib,  and, 
small  as  they  are,  they  enfold  a  still  younger  and 
smaller  bud.  The  tiny  leaf  flattens  out  while  still 
close  to  the  plant  stem,  and  as  it  grows  larger  the 
petiole  lengthens  and  brings  it  out  into  the  open. 

In  this  way  it  is  protected  by  the  older  and  larger 
leaves  until  able  to  care  for  itself. 

Its  mode  of  vernation  is  "  involute,"  meaning  "  to 
roll  in." 


150 


THE   ROOT. 


TAKE  up  a  root  when  the  frost  has  touched  the 
leaves ;  or,  in  the  case  of  a  house  plant,  one 
of  the  plants  will  have  to  be  sacrificed. 

Does  the  plant  die? 

[See  lesson  on  Morning-Glory  Root.] 

The  nasturtium  root,  it  will  be  ob- 
served, is  made  up  of  fibres  branching  /f 


in  all  directions.    It  is  a  fibrous  root. 


T 


The   rootlets    are    scattered    irregularly 
over  the  surface  of  the  roots. 

The  root  is  small  in  comparison  with 
the  rest  of  the  plant.     Sometimes  one  root 
no  larger   round  than   a   man's  finger,  and     ^ 
giving  off  three  or  four  small  branches,  will  supply 
a  plant  that  covers  a  bed  several  feet  across. 

The  plants  lie  close  to  the  ground,  and  some  hold 
fast  by  their  leaf  stalks,  so  there  is  not  so  much  need 
of  a  stout,  long  root  to  anchor  them.  Other  parts  of 
the  plant  perform  the  office  of  an  anchor.  On  stone 
walls  the  stems  and  leaves  twine  about  and  fasten 
the  plant  securely. 


151 


152  A    FEW    FAMILIAR    FLOWERS. 

Sometimes  a  stem  lying  on  the  ground  will  give 
out  rootlets  at  the  nodes. 

In  the  bindweed  were  found  nodes  on  the  under- 
ground part.  Here  are  found  roots  springing  from 
the  stems  above  ground. 

Roots  and  stems  are  very  closely  related.1 

Draw  the  roots. 

Gather  a  quantity  of  ripe  seeds  and  put  them  away 
for  winter  use. 

Another  name  for  the  nasturtium  is  Tropceolum. 
It  comes  from  a  Greek  word  meaning  "trophy," 
and  is  so  named  because  the  foliage  is  supposed  to 
resemble  a  group  of  shields. 

The  nasturtium  belongs  to  the  geranium  family. 
It  has  many  points  in  common  with  the  geranium. 

1  See  Flowers  and  their  Friends  :  "  Root  Cells." 


IMPATIENS,   JEWELWEED,   TOUCH-ME-NOT, 
LADY'S  EARDROP,  BALSAM,  SNAPWEED. 


SUCH  are  the  various 
names  by  which  this  plant 
that  grows  by  the  roadside 
in  damp  places  is  known. 

It  is  extremely  common 
near  brooks  or  small  streams. 

Like    the    morning-glory 
and   the   nasturtium,    it   is 
obtainable    until   the    coming    of   frost, 
though  it  disappears  a  little  earlier  than 
the  others. 

A  cultivated  plant  belonging  to  the 
same  species,  and  very  similar  to  the 
jewelweed,  is  the  garden  balsam,  in  some 
places  called  "  lady's  slipper,"  in  others 
"  snappers." 

If  this  is  used,  the  sinyle-flowered  va- 
riety should  be  taken  if  possible,  as  double 
flowers  are  never  good  subjects  for  be- 
ginners. 

As  in  the  case  of   the  morning-glory 


153 


154  A    FEW   FAMILIAR    FLOWERS. 

and  nasturtium,  go  to  the  growing  plant  if  possible. 
The  wild  plant  is  difficult  to  transport  any  distance, 
as  it  wilts  almost  as  soon  as  picked. 

Compare  this  plant  at  each  step  with  others  that 
have  been  studied. 

Like  the  nasturtium,  the  jewelweed  belongs  to 
the  geranium  family,  so  it  will  be  doubly  interesting 
to  compare  it  with  the  nasturtium. 

Suppose  the  teacher  to  stand  by  the  roadside  with 
the  children,  beside  a  mass  of  jewelweed. 


GENERAL  APPEARANCE. 


As  before,  notice  the  bright  color  of  the  flowers. 
They  are  yellow,  some  varieties  spotted  with  dark 
red. 

They  swing  on  their  slender  stems.  They  are 
balanced  at  the  very  end  of  the  peduncle. 

The  bees  are  busy  in  them. 

Watch  the  bees  go  in.    Notice 
the  size  and  shape  of  the  flower. 
It  is  like  a  little  den  or  cave, 
and  just  large  enough  for 
a   bumblebee's    body    to 
squeeze  in. 

Teacher :  "  How  do  you 
suppose  the  bees  find  the 
flowers  ?  " 

Ned:    "They  can   see 

them,  the  flowers  are  yellow,  and  there  are  so  many 
of  them." 

Nellie:  "  The  flowers  hang  down  under  the  leaves, 
but  you  can  see  them  just  as  plain ! " 

Tom :  "  The  leaves  are  sort  of  scattering,  they  are 
not  close  together,  they  do  not  hide  the  flowers." 

*3 
T« 


156  A    FEW   FAMILIAR    FLOWERS. 

The  bright  color  of  the  flower  is  always  the  most 
noticeable  fact.  It  is  also  one  of  the  most  important 
facts  in  the  economy  of  the  flower. 

The  bright  color  no  doubt  attracts  insects,  and 
thus  secures  cross-fertilization  to  the  flower.  The 
relation  of  insect  to  flower  is  one  of  the  most  impor- 
tant facts  of  plant  life,  as  we  have  already  learned. 

For  this  reason  the  bright  color  of  the  flower  and 
the  visits  of  insects  deservedly  receive  much  atten- 
tion and  first  notice. 

As  has  been  said  before,  the  bright  flower  is  the 
most  conspicuous  thing  about  the  plant,  and  is  what 
every  one  first  notices. 

Hence,  have  the  children  talk  about  it  in  all  their 
flower-study  until  they  unconsciously  unite  bright 
colors  with  the  visits  of  insects  in  their  thought  of 
flowers. 

Watch  the  bee  go  into  the  flower.  She  goes  in  as 
far  as  she  can.  She  fills  the  whole  flower  cavity. 
A  large  bee  cannot  get  her  hind  legs  in. 

Teacher:  "Why  does  the  bee  go  into  the  flower?" 

Fred:  "  She  goes  for  nectar  and  pollen." 

Teacher:  "  Where  do  you  think  this  flower  keeps 
its  nectar  ?  " 

John:  "It  must  be  far  back,  the  bee  crowds  so  far 
in." 


THE    JEWELWEED.  157 

Jane:  "There  is  a  little  spur  at  the  back  of  the 
flower.  It  turns  down." 

John:  "  The  nasturtium  keeps  its  nectar  in  a 
spur." 

Teacher:  "  How  are  we  to  find  out  ? " 

Belle :  "  Let  us  make  believe  the  toothpick  is  a 
bee  and  see  if  it  can  find  the  nectar." 

Frank:  "  There  is  an  opening  into  the  spur  back 
in  the  flower." 

Teacher:  "  You  may  put  the  toothpick  in  the 
opening  and  see  if  it  finds  honey." 

[Frank  does  so.  He  turns  the  toothpick  around 
carefully  two  or  three  times.  The  end  is  moist  and 
tastes  sweet.] 

Teacher:  "  Where  is  the  nectary  of  the  jewelweed, 
-Jane?" 

Jane:  "It  is  in  the  spur." 

Teacher:  "  Why  does  the  flower  keep  nectar  in  its 
spur,  Tom?" 

Tom:  "  It  wants  the  bees  to  come." 

Teacher:  "How  many  ways  can  the  bees  get  to 
the  nectary  ?  " 

Fred:  "  Only  one  way." 

Teacher:  "Why  does  the  flower  want  the  bee  to 
come  ?  " 

Fred:  "  It  wants  it  to  carry  pollen  to  the  stigma." 


158  A    FEW    FAMILIAR    FLOWERS. 

Teacher:  "  Why  do  you  suppose  the  flower  has  but 
one  opening  to  the  nectary  ?  " 

Nellie:  "  It  wants  the  bee  to  come  just  the  right 
way  to  rub  off  the  pollen  onto  the  stigma." 

Teacher:  u  Where  is  the  pollen  ?  " 

[The  children  are  puzzled.  There  are  no  stamens 
to  be  seen.] 

Teacher:  "  Make  believe  your  finger  is  a  bee.  See 
if  it  is  dusted  with  pollen  when  you  take  it  from  the 
flower." 

[The  children  gently  press  the  end  of  the  little 
finger  into  the  flower  cavity.  They  find  white  pollen 
adhering  to  it.] 

Teacher:  "  In  what  part  of  the  nasturtium  flower 
were  the  stamens  ?  " 

Ned:  "  On  the  floor." 

Teacher:  "Are  there  any  stamens  on  this  floor?" 

[Not  a  sign  of  one  can  be  seen.  Suddenly  some- 
body discovers  what  seems  to  be  a  large  pollen- 
covered  stamen  hanging  down  from  the  roof.~\ 

Teacher:  "  What  part  of  the  bee  touches  the 
pollen?" 

George:  "  The  back  of  the  bee." 

Teacher:  "What  part  touched  the  nasturtium 
pollen?" 

May:  "  The  breast  of  the  bee." 


THE    JEWELWEED.  Io9 

Teacher:  "  So  our  jewelweed  has  planned  just  the 
opposite  way  to  get  its  pollen  carried." 

Have  as  much  writing  and  drawing  as  possible. 

SUMMARY. 

1.  The  bright  color  of  the  flowers. 

2.  The  bees  entering  for  nectar. 

3.  The  spur. 

4.  The  position  of  the  pollen. 

If  the  children  cannot  go  to  the  flowers  they  will 
have  to  be  supplied,  the  teacher  using  every  device 
to  make  the  visit  of  the  bee  seem  real. 

Generally  where  the  flowers  are  supplied  they  will 
be  the  garden  balsam.  The  whole  stalk  should  be 
picked  and  put  in  water.  Give  each  child  a  stalk  if 
possible ;  if  not,  distribute  as  many  as  possible  about 
the  room. 

The  garden  balsam  flowers  are  not  as  simple  as 
the  wild  flowers.  The  petals  are  larger,  and  more  or 
less  obscure  the  plan  of  the  flower.  Still,  the  single 
flowers  show  very  well  the  essential  facts.  The 
peculiar  appearance  and  position  of  the  stamens  are 
the  same  in  both. 

Humming  birds  are  particularly  fond  of  the  jewel- 
weed.  Where  these  flowers  bloom  in  profusion, 
humming  birds  will  be  found.  The  children  will  be 


160  A    FEW   FAMILIAR    FLOWERS. 

delighted  to  see  them  poise  before  the  airy,  swinging 
flowers  and  thrust  in  their  long  bills. 

If  not  frightened,  the  humming  birds  become  very 
tame,  going  from  flower  to  flower  with  the  greatest 
unconcern,  although  a  person  may  be  standing  close 
to  them. 

If  the  children  cannot  see  the  humming  birds,  the 
teacher  Ynay  tell  about  them.1 

The  name  of  the  flower  should  be  noticed. 

Why  is  it  called  "  jewel  weed  "  ? 

It  is  sometimes  called  "lady's  eardrop." 

Probably  it  has  received  both  names  for  the  same 
reason.  It  is  like  a  jewel  worn  in  the  ear. 

People  used  to  wear  earrings  a  great  deal,  and 
often  these  were  in  the  form  of  pendants  that  swung 
from  the  ear  and  looked  not  unlike  this  little  flower. 

The  other  names  for  the  jewel  weed  may  be  dis- 
cussed later.  All  parts  of  this  plant  afford  charming 
material  for  children's  compositions. 

1  See  Flowers  and  their  Friends  :    "Jewel  weed  Stories." 


THE   COROLLA. 


EXAMINE  the  spotted  cave  the  flower  makes  for  the 
support  of  the  bee. 

There  is  a  sort  of  little  porch  at  the  en- 
trance to  the  flower  (a). 

This  porch  is  made  of  two  irregular 
petals^  one  on  either  side.  These 
petals  are  narrowed  above,  each  form- 
ing a  blunt  claw  (b),  by  which  they 
are  attached  to  the  peduncle.  Below 
forms  a  broad  blade  (a). 

These  broad  blades  meet  to  form  a  floor 
They  are  yellow  and  showy,  and  help  hold 
up  the  bee. 

The  opening  (c)  between  the  claws 
6  of  these  petals  is  only  large  enough  to 
admit  the  body  of  a  good-sized  bee. 

Look  at  a  bud  and  see  how  the  two  petals  are  all 
covered  and  protected  by  the  other  parts  of  the 
flower.    These  other  parts  are  the  sepals,  although 
they  too  are  yellow.     Recall  the   fact   that   the 
nasturtium  sepals  were  yellow. 


161 


162  A    FEW   FAMILIAR    FLOWERS. 

Let  us  look  at  these  sepals. 

Over  the  porch  made  by  the  petals  (b)  is  a  hood, 
or  roof  (x). 

It  is  one  sepal,  though  it  looks  like 
two  grown  together,  which  is  probably 
just  what  it  is.  Back  of  the  porch  made 
by  the  petals  is  a  sac  (s),  or  the  children 
may  call  it  a  little  cave.  This  is  a  sepal 
which  has  grown  into  this  strange  form. 

It  and  the  porch  together  make  the  snug  cave  into 
which  the  bee  crowds  to  get  the  nectar,  which  is  in  a 
little  spur  at  the  farther  end  of  the  sac.  In  fact  the 
sac  may  be  likened  to  a  large  spur  with  a  tapering 
end. 

How  is  the  spur  of  the  nasturtium 
formed  ? 

It  is  formed  by  the  sepals  growing  together. 
This  spur  is  also  formed  by  a  sepal. 
The  claws  of  the  petals  join  together  on 
top  (x)  where  they  are  attached  to  the  re- 
ceptacle. 

The  sepal  which  forms  the  cave  is  also 
attached   to  the  receptacle  at  the  same 
place.     It  is  attached  by  the  upper  front 
edge  of  its  roof.  The  sepal  which  forms  the 
roof  of  the  porch  is  also  attached  at  the  same  place. 


THE    JEWELWEED.  163 

Over  the  back  of  the  porch  roof,  just  where  it 
joins  the  cave,  or  sac  (2),  are  two  more  sepals.  They 
are  arranged  like  tiles  on  a  roof,  over  the 
space  between  the  sepals  that  form  the 
porch  roof  and  the  sac  at  the  back. 

So  there  are  four  sepals  and   but  two 
petals  to  this  odd  flower. 

Since  the  sepals  and  petals  are  so  alike  in 
color  and  function  that  they  cannot  be  distinguished 
as  sepals  and  petals  by  the  beginner,  the  term  "  peri- 
anth "  is  a  very  convenient  term  to  use  in  reference 
to  the  floral  envelopes  of  the  jewel  weed. 

[If  this  is  the  first  flower  studied,  read  chapters 
on  Morning-Glory  and  Nasturtium  for  hints  upon 
obtaining  knowledge  of  flower  parts.] 

Is  the  flower  gamopetalous  or  polypetalous  ? 

It  is  polypetalous,  as  the  two  petals  are  distinct. 

It  is  also  polysepalous,  as  each  of  the  four  sepals  is 
distinct. 

Sepals  and  petals  are  very  much  alike. 

They  all  work   together   to  form  a 
place  where  the    bee   may  enter,  and 
where  she  cannot  enter  without  con- 
veying away  the  pollen.    For  the  pollen 
no  A.        is  suspended  from  the  roof  at  the  point 
where   the  petals   and   sepals  are   attached   to  the 


164  A    FEW    FAMILIAR    FLOWERS. 

receptacle.    It  can  be  seen  by  turning  back  the  hood, 
or  porch  roof  (x\  a  little.     (Fig.  A.) 

The  flower  is  so  small  that  a  bee  could  not  enter 
without  touching  the  pollen. 

Think  of  the  skill  displayed  by  the  flowers  to 
secure  what  they  want. 

In  the  nasturtium  no  large  insect  could  enter  with- 
out walking  over  the  pollen  on  the  floor.  Here 
none  can  enter  without  touching  its  back  against 
the  pollen  on  the  roof. 

What  chance  do  you  think  the  rain  has  to  get  into 
this  flower  ? 

It  would  be  impossible.  As  the  flower 
swings  on  its  delicate  peduncle,  the 
opening  is  directed  a  little  dmvn;  this 
adds  to  its  security  against  rain.  In 
some  varieties  the  peduncle  droops  so  as 
to  bring  the  flower  under  the  leaf,  the 
leaf  thus  acting  as  an  additional  roof,  or  screen. 

In  the  garden  balsam  the  petals  are  larger  than  in 
the  jewelweed.  Each  is  evidently 
formed  by  the  union  of  two  petals 
into  one.  There  is  a  trace  of  this 
two-petal  state  in  the  wild  flower, 
but  it  is  hardly  evident  enough  to 
attract  the  attention  of  young  students,  unless  they 


THE    JEWELWEED.  165 

have  also  seen  the  garden  balsam.  Originally  there 
must  have  been  four  petals,  but  these  finally  united 
into  two. 

If  possible,  supply  the  children  with  both  kinds  of 
flowers,  the  jewelweed  and  the  garden  balsam,  that 
they  may  see  the  slight  differences  between  these 
nearly  related  varieties. 

The  garden  balsam  comes  to  us  from  India. 

How  do  you  suppose  two  plants  so  widely  separated 
in  their  homes  came  to  be  so  much  alike  ?J 

The  upper  sepals  in  the  garden  balsam,  those  that 
cover  the  cracks  between  the  porch  cover  and  the 
cave,  are  very  small, — so  small  that  they  will  not 
be  noticed  at  first.  The  sepal  that  forms  the  porch 
cover,  on  the  other  hand,  is  much  larger  and  as 
bright  in  color  as  the  petals. 

While  the  jewelweed  is  yellow,  the  garden  balsam 
is  white,  pink,  or  red. 

There  are  four  sepals,  but  the  evident  union  of  two 
to  make  the  sepal  which  covers  the  porch  shows  the 
plan  of  five  to  have  been  the  original  plan  of  the 
flower. 

The  growing  together  of  the  two  sepals  that  form 
the  porch  cover  is  an  advantage  in  making  a  tight 

1  See  Flowers  and  their  Friends  :  "Jewelweed  Stories." 


166  A    FEW    FAMILIAR    FLOWERS. 

roof.  It  also  is  a  saving  of  material.  More  nourish- 
ment can  thus  go  to  form  seeds. 

The  hint  of  two  petals  having  united  to  form  each 
of  the  two  existing  petals  points  to  a  time  when  the 
balsam  had  four  petals.  Why  did  it  not  have  five? 
Probably  it  did.  Four  petals  proving  enough,  the 
fifth  disappeared. 

Four  petals  being  really  more  than  the  flower 
needed,  the  two  petals  on  each  side  finally  united  to 
form  one. 

The  balsam  has  greatly  changed  to  adapt  itself  to 
the  visits  of  the  bees. 

Its  sepals  have  done  so  much  to  help  that*  its 
petals  have  partly  disappeared  because  they  were 
not  needed. 

The  older  pupils  will  be  interested  in  this,  and  in 
the  explanation  that  flower  parts  disappear  when  not 
needed  from  lack  of  nourishment.  Flowers  are  con- 
stantly changing.  Suppose  some  petal  which  had 
become  non-essential  to  the  flower  should  fail  in  a 
certain  plant  to  develop.  The  nourishment  that 
would  have  gone  to  that  petal,  let  us  suppose,  goes 
to  the  rest  of  the  flower  instead,  and  makes  the  rest 
of  the  flower,  including  the  ovules,  richer  in  food 
material  and  stronger. 

These  strong  seeds  would  have  the  best  chance  to 


THE    JEWELWEED.  167 

grow  in  the  crowded  earth.  They  would  crowd  out 
the  weaker  plants.  If  their  seeds  inherited  the 
peculiarity  of  having  one  petal  less,  there  would  soon 
be  a  new  variety  of  flower,  and  the  old  kind  might 
wholly  disappear. 

In  some  such  way  natural  selection  is  always  oper- 
ative, changing  the  life  on  the  earth  into  new  forms. 

The  balsams  are  the  result  of  much  progressive 
growth^  They  are  no  longer  simple  polypetalous 
flowers.  They  are  very  complex. 

Like  the  nasturtiums,  they  have  used  many  clever 
devices  to  procure  the  pollen  they  want  and  to  care 
for  the  welfare  of  their  seed-children. 

Notice  the  tiny  bracts  on  the  peduncle. 


PISTIL   AND   STAMENS. 

WHERE  is  the  pistil  in  our  jewel  weed  ? 
In  some  of  the  flowers,  instead  of  a  pollen-covered 
knob  hanging   from  the  roof,  there  will  be  seen  a 
little  green  spike. 

Look  at  an  older  flower;    at   a   peduncle 
where  the  flower  has  fallen  off. 

This  little  spike  is  surely  the  pistil. 
It  contains  the  ovules,  and  at  the  end  oppo- 
site the  peduncle  is  a  tiny  sticky  point,  or 
stigma. 

There  is  no  style. 

The  stigma  sits  right  down  on  the  ovary  instead 
of  being  held  away  from  it  by  a  style. 

It  is  said  to  be  "  sessile."     "  Sessile  "  comes  from 
a  Latin  word  meaning  "  to  sit." 

So  the  pollen  is  in  one  flower  and  the  pistil  in 
another.          «- 

We  now  see  why  the  jewel  weed  is  so  carefully 
constructed  with  reference  to  the  coming  of  the  bee. 
If  the  bee  does  not  come,  the  pistil  cannot  be  fer- 
tilized, for  there  are  no  anthers  in  the  flower  with 
the  pistil. 


THE    JEWELWEED.  169 

Let  us  look  a  little  more  carefully.  Let  us  look 
at  a  great  many  flowers  before  deciding  about  the 
stamens  and  pistil. 

Here  is  something  strange.  The  knob  bearing  the 
pollen  is  falling  from  this  flower,  and  beneath  it  is  a 
pistil! 

Is  it  true,  then,  that  underneath  the  stamen  knob 
in  each  flower  there  is  concealed  a  pistil  ? 

A  careful  examination  proves  this  to  be  the  case. 

Let  us  look  at  the  stamen  knob  that  has  fallen  off. 

It  has  five  stems. 

What  does  this  mean  ? 

Open  a  bud  and  what  do  you  see  ? 

Five  anthers  lying  close  together ! 

Closer  examination  shows  these  anthers  to  lean 
towards  each  other  and  to  be  slightly  grown 
together.  When  they  open  to  let  the  pollen  out, 
one  can  no  longer  distinguish  the  five  anthers ;  they 
look  like  an  irregular,  pollen-covered  knob. 

The  filaments  are  short  and  thick,  but  are  separate, 
or  "distinct,"  as  we  say  of  parts  not  grown  together. 

Because  the  anthers  lean  towards  each  other  and 
are  so  close  together,  we  say  they  are  "  connivent," 
and  because  they  are  grown  together,  we  say  they 
"  cohere." 

Which  ripens  first,  anther  or  pistil? 


170  A    FEW   FAMILIAR    FLOWERS. 

Evidently  the  anthers  do;  hence,  the  flower  is 
protandrous. 

When  the  anthers  have  shed  the  pollen  they  all 
fall  off  together.  They  had  formed  a  little  hood 
over  the  unripe  pistil ;  it  was  all  covered  up  by  them, 
so  nothing  could  get  to  it. 

The  pistil  was  behind  the  anthers  in  a  sort  of  little 
box  they  formed  over  it. 

When  the  stamen  hood  falls  off  there  stands  the 
pistil,  ripe  and  ready  for  pollen. 

Thus  we  see  that  although  pistil  and  stamens  exist 
in  the  same  flower,  the  pollen  cannot  fertilize  its  own 
pistil. 

After  the  stamen  group  has  fallen,  bees  in  search 
of  honey  dust  the  exposed  stigma  with  pollen  from 
other  flowers. 

Before  the  stamens  fall,  the  bees  carry  the  pollen 
they  have  ripened  to  other  flowers  that  are  ready 
for  it. 

The  flowers  help  each  other.  They  all  provide 
pollen,  although  no  flower  can  benefit  by  its  own 
pollen. 

Recall  the  fact  that  the  nasturtium  flowers  are 
also  protandrous.  The  nasturtium  pistil  is  not  hidden 
by  the  stamens,  but  it  fails  to  mature  until  after  the 
pollen  has  been  shed; 


THE    JEWELWEED.  171 

SUMMARY. 

1.  Position  of  pistil. 

2.  Position  of  stamens  and  their  relation  to  the  pistil. 

3.  Five  stamens  with  connivent  and  slightly  cohering  anthers. 

4.  Mutual  helpfulness  of  flowers. 

In  connection  with  the  study  of  the  pistil,  dwell 
upon  the  care  the  plant  takes  of  its  seed-children. 

Dwell  upon  the  mother-love  of  the  plant  and  tell 
stories  illustrating  it.  Remember  to  have  as  much 
drawing  and  writing  as  possible  all  through  the  work. 

For  schedules,  see  chapter  on  Morning-Glory . 


OVARY   AND   FRUIT. 


AFTER  the  group  of  stamens  has  fallen,  the  flower 
continues  to  produce  nectar,  and  thus  attracts  the 
bees  and  other  friends  to  the  ripe  stigma.  After  a 
time  the  petals  and  sepals  fade  and  fall,  leaving  the 
ovary  to  continue  its  growth.  ^^^^^  y 

The  ovary  is  green ;  it  grows  long  and 
slender.    It  is  superior,  as  all  the  other  flower 
parts  were  attached  to  the  receptacle  below  it. 

In  the  garden  balsam  the  ovary  is  less  A  slender 
and  is  covered  with  a  soft,  heavy  coat  I/J  of  short 
hairs.  The  wall  of  the  ovary  is  somewhat 

fleshy  and  succulent.  Perhaps  in  the  hot  climate  of 
India,  where  the  balsam  acquired  its  present  form,  it 
needed  the  downy  covering  to  prevent  too  great 
evaporation  from  its  succulent  tissue. 

The  jewelweed  fruit  is  smooth,  or  "glabrous." 
"Glabrous"  comes  from -the  Latin  word 
glaber,  which  means  "  smooth." 

The  ripe  fruit  is  a  pod  which  dehisces 
lengthwise  into  five  parts,  or  "valves." 
When  ripe,  each  valve  suddenly  curls  up. 


172 


THE    JEWELWEE1).  173 

It  separates  at  the  receptacle  end  and  begins  to  curl 
up  there.  Its  sudden  forcible  curling  up  or  snapping 
motion  shoots  the  seeds  long  distances. 

In  this  way  the  seeds  often  find  new  places  to 
occupy.  Plants  have  many  devices  for  conveying 
their  seeds  to  new  places. 

If  you  touch  the  ripe  jewelweed  or  balsam  pods, 
they  snap  open.  For  this  reason  the  plant  has  re- 
ceived the  name  "  impatiens  "  in  the  botanies.  7m- 
patiens  is  a  Latin  word,  and  means  "  impatient." 

For  the  same  reason  the  plant  is  sometimes  called 
"touch-me-not"  and  "snapweed." 

The  valves  burst  away  from  a  central  part  to  which 
the  seeds  are  attached.  They  burst  away  with  such 
force  that  the  seeds  are  loosened  and  thrown  long 
distances. 

The  central  part  to  which  the  seeds  are  attached 
is  called  the  placenta. 

What  did  the  nasturtium  do  to  protect  its  seed- 
children?  Its  peduncle  curled  up  and  carried  the 
ovaries  below  the  leaves,  for  their  own  sake  and  for 
the  sake  of  the  other  flowers. 

The  jewelweed  also  does  something  special  for  its 
seeds ;  it  shoots  them  to  new  places,  where  they  may 
have  a  better  chance  to  take  root. 

Both   nasturtium   and   jewelweed  belong   to   the 


174  A    FEW   FAMILIAR    FLOWERS. 

geranium   family.     This   family  seems   particularly 
skillful  in  taking  care  of  its  seeds. 

SUMMARY. 

1.  Superior  ovary. 

2.  Fruit  a  pod  with  five  valves. 

3.  Method  of  dehiscence. 

4.  Reason  for  this. 

5.  Placenta. 


THE   LEAF. 


NOTICE  how  the  leaves  stand  upon  the  growing 
plant.     They  do  not  get  in  each  other's  way. 

There  is  one  leaf  at  each  node,  consequently  the 
leaves  are  alternate. 

The  petioles  are  short. 

Let  us  look  at  the  shape  of  the  leaf. 

If  we  were  to  cut  an  egg  in  two  length- 
wise, the  cut  surface  would  be  very  much 
the  shape  of  this  leaf,  so  we  will  say  it  is 
egg-shaped,  or  "  ovate." 

Is  the  margin  entire  ? 

It  is  not.  It  is  toothed ;  the  teeth  are 
like  those  of  a  saw,  and  so  we  will  call 
the  margin  "  serrate/'  which  means  "  saw- 
like,"  from  the  Latin  serratus.  Each  tooth 
on  our  leaf  is  tipped  with  a  little  soft 
point. 

Draw  the  leaf. 

The  leaf  is  rather  light  green  in  color,  and  lighter 
on  the  under  side  than  on  the  upper. 


175 


176  A    FEW    FAMILIAR    FLOWERS. 

Plunge  it  in  water.  See  how  it  glistens  on  both 
sides  like  a  silver  leaf.  This  glistening  surface  is 
not  wet  by  the  water. 

Recall  a  similar  condition  in  the  nasturtium  leaf. 
This,  like  that,  has  its  stomata  protected  from  water 
by  a  waxy  substance. 

Because  of  its  silvery  appearance  when  under  water, 
the  jewelweed  in  some  places  is  called  "  silver  leaf." 

The  jewelweed  grows  in  damp  places,  where  it  is 
wet  by  the  dew  nearly  every  night.  The  dew  wets 
the  under  side  of  the  leaf  quite  as  much  as  the  upper, 
for  dew  does  not  fall,  as  many  suppose;  it  settles 
about  an  object. 

SUMMARY. 

1.  Position  of  leaves,  alternate. 

2.  Shape  of  leaf,  ovate. 

3.  Margin,  serrate. 

4.  Appearance  under  water. 

Have  the  jewelweed  book  as  profusely  illustrated 
at  every  chapter  and  as  full  of  interesting  and  well- 
told  facts  as  possible. 


VENATION. 


NOTICE  how  the  mid-rib  runs  through  the  leaf  from 
base  to  tip.  It  does  not  branch  into  several  veins 
like  the  morning-glory  and  nasturtium  leaves.  It 
gives  off  branches  along  its  whole  length.  The  mid- 
rib and  its  side  branches  look  not  unlike  a  feather  in 
structure.  For  this  reason  it  is  said  to  be  "  feather- 
veined."  Hold  the  leaf  up  to  the  light  and  see  that 
it  is  also  net-veined. 

SUMMARY. 

1.  Feather-veined. 

2.  Net-veined. 

Review  what  has  already  been  learned  about  the 
parenchyma  of  the  leaf  and  its  work ;  also  the  work 
done  by  the  veins. 

Draw  the  leaves  at  every  lesson  if  possible. 


177 


THE   PLANT   STEM. 


THE  main  plant  stem  grows  three  or  four  feet 
high ;  it  is  smooth,  or  glabrous,  and  at  first  glance 
appears  to  be  round.  Look  more  carefully  and  find 
that  it  is  angled,  and  that  the  angles  are  rounded. 
The  nodes  are  swollen  and  conspicuous.  The  inter- 
nodes  are  long,  and  the  stem  is  somewhat  succulent, 
containing  a  watery,  bitterish  juice. 

Follow  one  of  the  angles,  or  edges,  of  the  stem.  It 
does  not  rise  up  straight,  but  twists  around  towards 
the  right  in  a  spiral  manner. 

The  stem  seems  to  be  trying  to  turn  around  on  its 
own  axis.  It  does  not  twine  like  the  morning-glory 
stem  nor  like  the  petioles  of  the  nasturtium,  but,  like 
the  nasturtium,  it  seems  inclined  to  turn  about. 

The  succulent  nature  of  the  jewelweed  stem  re- 
minds us  of  the  nasturtium ;  although  the  juice 
lacks  the  pungent  quality  of  the  nasturtium,  it  is 
bitterish  in  taste. 

SUMMARY. 

1.  Height.  3.   Shape. 

2.  Surface.  4.    Spiral  growth. 

5.    Succulence. 

178 


THE    JEWELWEED.  179 

The  jewel  weed  grows  in  swampy  tangles.  Near 
the  ground,  and  sometimes  for  three  feet  above,  there 
are  no  leaves,  only  stems.  On  the  topmost  branches 
above  the  tangle  the  leaves  show  themselves.  The 
plant  is  straggly  in  appearance,  and  makes  a  fine 
showing  above  the  other  low-growing  plants  of  the 
swamp. 


THE   ROOT. 


THE  root  is  not  very  large ;  it  is  not  unlike  the 
nasturtium  root  in  appearance.  It  is  very  loosely 
attached  to  the  moist  earth  and  can 
easily  be  pulled  up.  The  position  of  the 
plant  in  the  thick  undergrowth  protects 
it  from  being  blown  or  torn  away,  so 
the  root  is  not  obliged  to  form  a  very 
good  anchor. 

Review  uses  of  roots.1 

1  See  Morning-Glory  and  Nasturtium  chapters ;  also 
Flowers  and  their  Friends:    "  Jewel  weed  Stories. " 


180 


THE    SCARLET    GERANIUM. 


THIS  also  is  a  fall  flower,  blooming  freely  until  the 
coming  of  frost.  It  can,  however,  be  grown  in  pots 
in  the  house  and  used  in  winter  or  spring. 

Small  pots  containing  blooming  plants  can  gener- 
ally be  obtained  of  the  florist  at  small  cost. 

Although  in  many  respects  a  very  good  plant  to 
study,  the  house  geranium,  or  "  pelargonium,"  as  the 
botany  calls  it,  is  subject  to  certain  defects  which 
make  it  less  satisfactory  to  begin  with.  After  one  or 
more  plants  have  been  studied,  these  defects  are  not 
a  hindrance ;  on  the  contrary,  they  are  very  instruc- 
tive and  interesting. 

In  some  plants,  particularly  those  grown  out  of 
doors,  the  flowers  mature  perfectly,  as  do  also  the 
fruits.  But  in  house-grown  plants  the  stamens  often 
have  no  anthers,  and  often  where  there  are  anthers 
there  is  no  pollen;  consequently  no  seeds  can  set 
and  no  fruit  be  formed. 

The  pelargonium  is  almost  wholly  dependent  upon 
insects  for  fertilization  ;  consequently  when  grown 


181 


182 


A    FEW    FAMILIAR    FLOWERS. 


in  the  house  the  flower  will  have  to  be  artificially 
fertilized. 

This  is  not  a  disadvantage,  however,  as  the  effect 
of  fertilization  can  be  most  beautifully  shown  by 
setting  aside  some  plants  and  not  fertilizing  them, 
and  noticing  as  time  goes  on  how  these  unfertilized 
flowers  produce  no  seeds,  while  the 
fertilized  flowers  seed  freely. 

As  it  is  sometimes  impossible  to 
secure  mature  fruits  from  house  - 
grown  plants,  the  teacher  who 
plans  to  use  the  geranium  as  a  winter  or 
spring  study  should  secure  a  quantity  of 
ripe  seed-vessels  the  summer  before  from 
plants  growing  out  of  doors.  Gather  them 
before  they  are  quite  ripe,  that  is,  just 
before  the  seed-pods  begin  to  open.  In 
order  to  secure  these  pods  the  geraniums, 
of  course,  will  have  to  be  left  untouched 
and  allowed  to  go  to  seed. 


THE    SCARLET    GERANIUM. 


183 


as  though 
As  it  is  so 
almost 


In  order  to  keep  the  flower  beds  tidy  and  to  cause 
the  geraniums  to  continue  blooming,  it  is  the  custom 
to  remove  the  flower  cluster  as  soon  as  the  flowers 
begin  to  fade;  of  course  in  this  ^  case  there  can 
be  no  seed-pods  formed. 

The  pelargonium  will  be  treated  here 
the  other  plants  had  been  studied, 
easily  obtained  and  may  be  used  at 
any  time  of  year,  it  may  often  be 
the  most  available  material  with 
which  to  begin   plant  study. 
Consequently   the   more 
difficult  features  will  be  in 
addition   specially  treated   with 
reference  to  beginners. 

As  in  the  other  plants,  let  us  first 
the  brilliant,  showy  flowers. 

The  children  will  be  ready  to  say 
be  seen  a  long  distance ;  that  they  are 
in  coloring,  and  stand  up  above  the 
foliage. 

Moreover,  they  will  notice  that  instead 
scattered  over  the  plant  one  at  a  time, 
all  clustered  together  in  one  large  mass. 

Have  them  notice  that  there  is  a  common  stem, 
the  peduncle,  stout  and  long,. which  bears  at  its  top 


they  can 
brilliant 
plant 

of  being 
they  are 


184  A    FEW    FAMILIAR    FLOWERS. 

the  flower  cluster.     Each  flower  has,  besides,  its  own 
little  stem,  or  "pedicel." 

•  .  Have  the  children  notice  how  the  pedicels 

all  grow  to  about  the  same  length,  raying  out 
/from  the  top  of  the  peduncle  something  as 
the  rays  of  an  umbrella  do  from  the  top  of 
an  umbrella  stick.  The  flower  cluster  hence 
is  shaped  a  little  like  an  umbrella,  and  for 
this  reason  is  called  an  "  umbel." 
"  Umbel "  comes  from  the  Latin  umbetta,  which 
means  "a  little  shadow";  hence  it  means  a  "sun- 
shade," "parasol."  The  word  umbella  itself  comes 
from  another  Latin  word,  umbra,  which  means  "a 
shade," 

"Umbrella,"  therefore,  means  "a  shade."  In  our 
climate  it  is  more  often  used  to  shade  us  from  the 
rain  than  from  the  sun. 

-  Any  flower  cluster  whose  pedicels  are  about  the 
same   length   and   all   grow   from   the   top   of   the 
peduncle  is  an  umbel. 

What  is  the  advantage  of  the  umbel  over  the 
solitary  flower? 

Evidently,  by  being  massed  together,  the  flowers 
become  more  conspicuous. 

What  extra  effort,  then,  do  these  flowers  make  to 
be  seen  ? 


THE    SCAliLET    GERANIUM.  185 

They  grow  in  masses  instead  of  singly. 

What  do  we  infer  from  the  pains  the  flower  takes 
to  be  seen  ? 

That  it  wants  the  insects  to  see  it  and  come  to  it. 

For  what  purpose  does  it  want  the  insects  to 
come  ? 

It  wants  them  to  fertilize  it. 

Try  to  draw  the  flower  cluster  and  write  about  it. 

[See  Morning-Glory  chapter.] 

Of  course,  if  this  is  the  first  flower  studied,  the 
present  reference  to  the  insect  will  be  omitted. 

There  is  a  fringe  of  small,  withered  leaves,  or 
"bracts,"  at  the  top  of  the  peduncle,  just  below 
the  umbel ;  of  what  advantage  is  this  ? 

Look  at  a  cluster  of  buds  before  the  flowers  have 
begun  to  open. 

They  are  covered  and  protected  by  these  bracts  as 
though  the  cluster  were  a  single  bud  and  the  bracts 
were  its  calyx. 

Later,  when  the  pedicels  grow  longer  and  the  buds 
separate  and  open,  these  bracts  turn  back,  become 
brown  and  withered,  and  doubtless  form  a  barrier 
to  prevent  small  insects  from  crawling  up  to  the 
flowers. 


186  A    FEW   FAMILIAR    FLOWERS. 

SUMMARY. 

1.  General  appearance  of  the  flower. 

2.  The  flower  cluster  :  a.  The  peduncle,     b.  The  pedicels. 

3.  Umbel. 

4.  The  bracts. 

Have  as  much  drawing  and  writing  as  possible  all 
through  the  work.  As  in  the  other  plants,  have  a 
little  book  on  purpose  for  the  geranium  work,  or  if 
other  plants  have  been  studied,  add  the  geranium 
notes  to  the  general  plant  book. 


THE   COROLLA. 


LOOK  at  a  flower  without  removing  it  from  the 
flower  cluster.     There  are  five  petals ;  in  an  older 
flower  some  of  these  will  have  fallen, 
and  it  can  easily  be  seen  that  the 
petals  are  entirely  separate,  or  distinct. 
Because  the  petals  are  not  grown 
together,  are  distinct  or  free,  it  will 
be  remembered  that  the  corolla  is 
polypetalous. 

Are  the  five  petals  all  the  same 
shape  ?  • 

At  first  glance  it  may  appear  so ; 
closer  looking  will  reveal 
the  fact  that  two  of  the 
petals  are  somewhat  nar- 
rower and  have  longer 
claws  than  the  other  three. 

Study  the  attitude  of  the 
flower.      Observe    II  that  it  does  not,  as  a 
rule,   stand    with   j  I  its  face  looking  up  to  I 
the   sky,  but    is  inclined   to    one    side,  like    the 
morning-glory  and  nasturtium  flowers. 


187 


188  A    FEW   FAMILIAR    FLOWERS. 

What  position  do  the  two  narrower  petals  always 
occupy  ? 

They  are  always  the  upper  petals.  Notice,  too, 
that  they  are  usually  somewhat  separated  from  the 
three  broader  ones,  the  petals  thus  forming  two 
groups. 

Look  at  the  three  lower  petals ;  they  are  broader 
and  overlap  at  their  edges. 

They  form  a  sort  of  platform  for  the  bee  to  light 
upon.  Is  it  as  good  a  landing-place  as  the  morning- 
glory,  jewel  weed,  or  nasturtium  provides  ? 

It  evidently  is  not  as  good;  the  geranium,  the 
older  pupils  will  be  interested  to  know,  has  not 
developed  so  far  as  the  nasturtium,  which  has  made 
a  tube  for  its  bees  to  go  into,  and  neither  nasturtium 
nor  geranium  have  developed  their  corollas  as  per- 
fectly for  insect  fertilization  as  have  the  morning- 
glory  and  the  jewel  weed.  In  the  morning-glory  the 
"  cohesion  "  of  the  petals  has  formed  the  tube  which 
is  the  best  sort  of  a  protection  to  the  pollen  and 
forms  the  best  landing-place  for  insects. 

The  jewelweed  has  utilized  both  calyx  and  corolla 
to  form  a  tube  for  the  convenience  of  visitors. 

The  pelargonium  has  modified  its  corolla  for  the 
better  accommodation  of  insects  very  little.  The 
imperfect  platform,  made  by  the  grouping  together 


THE    SCARLET    GERANIUM.  189 

and  overlapping  of  the  three  broad  lower  petals,  is 
the  first  step  towards  a  more  perfect  arrangement. 

Perhaps  the  pelargonium  will  go  no  farther  in  this 
direction.  Perhaps  in  course  of  ages  its  descendants 
may  gradually  form  the  corolla  into  a  tube  by  the 
gradual  cohesion  of  the  petals.1 

Where  is  the  nectary  in  our  geranium  ? 

Are  there  any  nectar  guides  to  help  us  find  it  ? 

We  cannot  find  any  lines  or  marks  that  attract 
our  attention  at  first  glance.  Careful  looking  shows 
deeper,  darker  veins  towards  the  base  of  the  upper 
petals  and  running  down  into  the  heart  L 
of  the  flower.  They  are  not  conspicuous 
enough  to  attract  attention,  and  cannot  be 
seen  except  when  one  is  close  to  the  flower. 
Do  they  lead  to  the  nectary  ? 

Here  the  teacher  may  have  some  diffi- 
culty, for  in  house-grown  geraniums  the 
nectary  is  sometimes  absent. 

Where  it  exists  it  is  in  the  form  of  a 
long  tube  grown  fast  for  its  whole  length 
to  the  pedicel. 

Sometimes  this  tube,  or  spur,  is  very 
short;  usually  it  is  an  inch  or  more  in 
length,  reaching  almost  to  the  base  of  the  pedicel. 

1  See  Flowers  and  their  Friends. 


190  A   FEW  FAMILIAR   FLOWERS. 

It  is  usually  impossible  to   obtain  nectar  from  the 
pelargonium. 

The  tube,  or  spur,  is  too  small  to  admit  of  the 
entrance  of  even  a  slender  toothpick. 

Look  at  the  base  of  the  two  upper  petals  and  you 
will  find  a  round  opening  leading  to  the  nectary.  To 
this  opening  the  darker  lines  already  noticed  on  the 
upper  petals  converge. 

What  is  the  meaning  of  this  long,  slender 
nectary?     It  resembles  somewhat  the  long  spur 
of  the  nasturtium,  only  that  is  free, 
and  this  is  grown  fast  to  the  pedicel. 
The  nasturtium  spur  was  evident- 
ly formed  for  some  bird  or  insect 
abundant   in    its    South   American 
home. 

The  home  of  the  pelargonium  is 
South  Africa,  where  it  undoubtedly 
has  for  its  friends  butterflies  or 
moths  with  long,  slender  tongues 
able  to  enter  the  nectary. 

Our  bees  do  not  seem  to  care  much 
for  it,  though  they  visit  it  sometimes  for 
pollen,  and  so  effect  fertilization.  Even 
out  of  doors  it  very  often  does  not  fruit 
freely. 


THE    SCARLET    GERANIUM.  191 

Where  the  nasturtium  has  been  studied,  the  chil- 
dren will  be  much  interested  in  the  peculiarities  of 
its  relative  the  pelargonium. 

They  will  want  to  know  why  it  sometimes  fails  to 
mature  pollen  and  form  a  nectary. 

House -grown  plants  are  not  in  their  natural  sur- 
roundings. We  do  not  know  just  what  conditions 
they  are  used  to,  and  if  we  did  know  we  might  not 
be  able  to  supply  them.  So  the  plant  does  the  best 
it  can  with  what  it  has.  If  it  has  not  the  right  food 
or  temperature  or  moisture,  it  may  not  be  able  to 
develop  a  perfect  flower.  There  may  be  other 
reasons  for  its  conduct. 

SUMMARY. 

1.  Five  distinct  petals. 

2.  Shape  and  position  of  petals. 

3.  Attitude  of  flower. 

4.  The  nectary. 

If  this  is  the  first  flower  studied,  it  may  be  well  to 
omit  all  reference  to  the  nectar  and  nectary. 

Pass  from  the  general  appearance  of  the  flower  to 
the  form  of  the  corolla,  then  to  the  stamens. 


THE   STAMENS. 


HAVE  the  children  see  flowers  with  perfect  anthers. 
Touch  the  ripe  anther  with  the  point  of  a  toothpick 
and  gather  the  pollen. 

The  teacher  may  then  tell  how  the  bee  collects  the 
pollen  and  what  she  does  with  it. 

From  this  starting-point  proceed  as  in  the  study 
of  the  morning-glory  to  find  the  structure  of  the 
stamens. 

The  pupils  will  discover  a  varying  number  of 
anthers  in  their  flowers.  They  will  find  from  two 
to  four  anthers  crowding  the  throat  of  the  flower 
and  covered  with  dark  red  pollen. 

Lower  down  there  will  be  two  or  three  short- 
stemmed  anthers. 

Interest  the  little  ones  as  much  as  possible  in  the 
coming  of  the  bee  for  pollen. 

SUMMARY. 
Stamens  —  anthers,  pollen. 

The  older  pupils  will  notice  that  the  anthers  do 
not  all  ripen  at  the  same  time.  As  in  the  nasturtium, 

192 


THE    SCARLET    GERANIUM.  193 

they  ripen  at  different  times,  thus  prolonging  the 
period  of  pollen-bearing. 

They  will  also  notice  that  the  anthers  are  ripe 
before  the  pistil  appears.  It  is,  therefore,  like  the 
nasturtium  and  the  jewelweed,  proterandrous. 

They  will  also  notice  that  the  anthers  are  so 
placed  in  the  throat  of  the  flower  that  an  insect 
could  not  approach  the  opening  to  the  nectary  with- 
out becoming  dusted  with  pollen.  The  opening  to 
the  nectary  is  at  the  base  of  the  two  upper  petals, 
and  so  above  the  essential  organs. 

Sometimes  there  may  be  found  seven  perfect 
anthers  in  a  flower,  never  more.  On  the  other 
hand,  flowers  will  be  found  which  have  no  perfect 
anthers. 

Look  now  at  the  whole  stamen.  This  may  be 
done  by  turning  back  the  sepals  of  an  old  flower. 
The  anthers  will  have  fallen,  but  the  filaments 
remain. 

They  are  pointed  at  the  top,  and  the  attachment 
to  the  anther  is  innate. 

Examine  an  anther  and  find  it  dehisces  by  a 
longitudinal  slit,  as  is  the  case  with  all  the  anthers 
so  far  studied. 

The  filaments  are  broad  and  are  all  grown  together 
into  a  sheath  which  surrounds  the  ovary. 


194  A    FEW   FAMILIAR    FLOWERS. 

Look  at  the  older  flowers,  even  at  ripe  fruits,  and 
find  this  filament  sheath  persisting.  The  filaments 
cohere  to  form  this  sheath. 

When  petals  grow  together  we  say  the  corolla  is 
"  gamopetalous " ;  when  sepals  grow  together  we 
call  the  calyx  "  gamosepalous." 

When  filaments  grow  together  into  one  sheath  we 
say  the  stamens  are  "  monadelphous."  We  know 
that  "  mono-"  or  "  mona-"  means  "  one  ";  "  delphous" 
comes  from  a  Greek  word  meaning  "  brother,"  and 
"monadelphous  "  means  "  one  brotherhood." 

The  stamens,  you  see,  are  all  united  into  one 
brotherhood  by  their  filaments. 

Linnaeus,  the  celebrated  Swedish  botanist  who 
lived  in  the  seventeenth  century,  gave  this  pretty 
name  to  the  united  filaments. 

We  remember  how  the  anthers  of  the  jewel  weed 
"connived"  and  "cohered."  In  its  relative  the 
pelargonium  it  is  the  filaments  that  cohere. 

Count  the  filaments  of  the  pelargonium.  There 
are  ten,  but  only  seven  bear  anthers.  Stamens  which 
have  no  anthers  or  which  for  some  reason  produce 
no  good  pollen  are  said  to  be  "  sterile." 

There  are  three  or  more  sterile  anthers  in  the 
pelargonium  flower. 

What  is  the  meaning  of  the  antherless  filaments? 


THE    SCARLET    GERANIUM.  195 

Evidently  the  pelargonium  flower  has  undergone 
changes.  At  one  time  in  its  ancestral  history  it 
probably  possessed  ten  perfect  stamens.  As  time 
passed,  for  some  reason  ten  stamens  proved  too 
many — perhaps  the  flower  throat  contracted  to  suit 
its  most  helpful  insect  visitors,  so  there  was  not 
room  for  ten  perfect  stamens ;  moreover,  they  were 
no  longer  needed.  Whatever  the  reason,  the  fact 
remains  that  the  pelargonium  learned  to  develop  but 
seven  anthers,  only  the  three  other  filaments  remain- 
ing to  show  the  original  plan  of  the  flower. 


THE   PISTIL. 

AFTEII  the  anthers  have    shed   their   pollen   the 
pistil  opens. 

The  children  will  notice  the  little  five-rayed  star 
that  pushes  up  above  the  ripe  stamens.  These  are 
the  lobes  of  the  stigma.  The  style  lengthens 
to  carry  them  above  the  anthers.  The  stigma 
lobes  do  not  spread  apart  until  they  are  well 
above  the  anthers. 

If  this  is  the  first  flower  studied,  have  the 
children  look  at  the  five-rayed  star  and  then  at  an 
older  flower  where  the  petals  have  partly  or  wholly 
fallen  and  left  exposed  a  long  column,  the  pistil.    The 
star  will  be  found  at  the  top  of  this  long  column. 
Look  at  the  base  of  this  column.     There  are 
five  little  swollen  parts ;  they  contain  the  seeds, 
as  can  be  shown  by  reference  to  a  dried  fruit. 

Tell  here  stories  of  the  mother  part  of  the 
plant  and  her  seed-children.1 

The   flower  is  glad  of   the  presence  of   the 
little  seed-children,  and  says  so  by  placing  about  them 
the  bright  petals. 

1  See  lessons  on  the  Morning-Glory  ;  also  Flowers  and  their  Friends. 

196 


THE    SCARLET    GERANIUM.  197 

If  the  children  have  studied  the  nasturtium,  they 
will  at  once  recognize  the  star  as  a  five-lobed  stigma, 
and  this  opinion  can  be  confirmed  by  reference  to  a 
forming  fruit. 

Put  away  a  few  plants  with  unfertilized  flowers. 

As  a  rule  the  flowers  which  have  been  fertilized 
will  set  seeds,  and  the  seed-pods  will  develop,  even  if 
conditions  are  not  favorable  to  their  fully  ripening. 

If  care  is  taken  to  keep  them  moist  and  to  prevent 
their  being  handled,  some  of  the  plants  will  ripen 
their  seeds  in  about  three  weeks. 

Have  the  children  watch  the  two  sets  of  plants  and 
see  how  the  unfertilized  flowers  fall  and  leave  no 
fruits,  while  the  fertilized  pistils  develop  into  long 
columns. 

If  this  is  the  first  flower  studied,  the  teacher  may 
have  the  children  transfer  the  pollen  to  the  stigmas 
without  telling  them  why;  also  set  apart  some 
which  the  children  know  have  not  been  so  treated. 
In  two  or  three  days  it  will  be  evident  that  the 
stigmas  which  have  been  dusted  are  different  from 
the  others. 

As  soon  as  it  can  be  shown  that  the  long  columns 
that  develop  from  the  fertilized  flowers  hold  the 
seeds,  —  and  this  can  *be  shown  by  having  on  hand 
some  dried  fruits  or  a  plant  whose  fruits  have 


198  A    FEW    FAMILIAR    FLOWERS. 

ripened,  —  the  story  of  the  work  of  the  pollen  may 
be  told.1 

If  the  children  have  studied  the  other  flowers,  as 
soon  as  they  notice  the  position  of  the  stigmas  high 
above  the  now  empty  anthers,  ask  them  how  the 
geraniums  are  fertilized. 

They  will  probably  say  by  insects. 

Then  ask  how  this  can  be  accomplished  in  the 
schoolroom,  where  there  are  no  bees  or  butterflies. 

Remembering  the  nasturtium,  they  will  at  once 
provide  a  swarm  of  very  efficient  bees  in  the  form  of 
toothpicks,  and  will  themselves  fertilize  the  flowers 
by  dusting  the  stigma  lobes  with  pollen  from  the 
ripe  anthers  of  another  flower. 

SUMMARY. 

f  ovary.  2.    Ovary  in  five  parts. 

1.    The  pistil  J   style.  3.    Style  long  and  thick. 

I   stigma.  4.    Stigma  five-rayed. 

The  pistil  ripens  after  the  stamens  and  pushes  up 
between  them  as  the  style  lengthens. 

The  pistil  is  superior.  All  the  other  flower  whorls 
are  attached  to  the  receptacle  below  it.  It  is  also 
compound,  because  it  has  five  lobes  to  the  ovary  and 
five  to  the  stigma. 

.  l  See  lessons  on  the  Morning-Glory;  also  Flowers  and  their  Friends. 


THE  CALYX. 


HAVE  the  children  look  at  the  back  of  the  flower. 

They  will  notice  the  calyx  with  its  five  sepals. 

Are  the  sepals  distinct,  or  do  they  cohere? 

They  are  found  to  be  for  the  most  part  distinct; 
the  calyx  is  therefore  polysepalous. 

The  topmost  sepal  is  usually  prolonged  into  a  tube, 
which  adheres  by  one  side  to  the  peduncle. 

This,  as  we  know,  is  the  nectary.  Recall  the  nas- 
turtium spur,  which  is  also  a  prolongation  of  the 
sepals. 

Examine  a  bud  and  see  how  the  calyx  protects  and 
covers  up  the  delicate  petals  forming  within. 

Notice  how  the  sepals  are  folded  over  each  other, 
like  the  tiles  on  a  roof ;  they  are,  as  we  remember  of 
the  morning-glory  sepals,  imbricated  in  the  bud. 

SUMMARY. 

.  1.    Five  sepals.         3.    Imbrication. 

The  -1—    ' 


calyx  \ 
*      (2. 


Nectary.  4.    Use  of  sepals. 


200  A    FEW   FAMILIAR    FLOWERS. 

Notice  how  partial  the  geranium  is  to  the  number 
five. 

Each  whorl  has  five  parts  or  a  multiple  of  five. 
There  are  five  sepals,  five  petals,  ten  stamens,  five 
divisions  to  the  ovary  and  to  the  stigma. 


THE   BUD. 


THE  young  bud  is  completely  covered  by 
the  green  calyx. 

Both  calyx  and  peduncle  are  "pubescent," 
or  covered  with  fine  hairs.     The  down  pro- 
tects the  bud  from  drying  up. 
The  petals,  like  the  sepals,  are  imbricated 
in  the  bud.     In  this  way  they  are  packed 
closely  together  and  mutually  protect  each 
other. 

The  cluster  of  young  buds  is  covered 
by  a  number  of  bracts,  which  are  im- 
bricated over  them  like  a  calyx. 

The  cluster  of  buds  turns  down  at  first, 
then  as  the  older  buds  begin  to  open,  the 
peduncle  rights  itself  and  holds  the  flower 
cluster  straight  up.  When  this  happens  the 
pedicels  of  the  younger  buds  turn  down,  so 
the  small  green  buds  hang  down  below  the  flowers 
until  their  turn  comes  to  open. 

Then  their  pedicels  straighten  and  they  stand  up 
in  the  sunlight. 


201 


202  A    FEW    FAMILIAR    FLOWERS. 

In  this  way  the  tender  buds  are  protected  until 
the  time  comes  for  them  to  unfold. 

SUMMARY. 

1.  The  bud  :  Calyx  imbricated;  petals  imbricated. 

2.  Outer  covering  of  bracts  to  bud  cluster. 

3.  Position  of  bud  cluster  at  different  times. 

4.  Position  of  buds  in  cluster. 


THE   FRUIT. 


THE  fruit  of  the  pelargonium  is  somewhat  difficult 
to  obtain,  as  it  does  not  mature  readily  in  house- 
grown  plants. 

The  best  way  is  to  go  to  a  florist's  garden  before 
frost  in  the  fall  and  ask  for  the  ripe  seed-pods.  Or, 
if  you  or  your  friends  have  geraniums  in  the  garden, 
see  that  a  few  thrifty  plants  are  thoroughly  fertilized, 
and  leave  them  undisturbed  until  the  fruit  is  matured. 
The  fruits  are  very  interesting  and  afford  much 
fun  to  the  children.  When  they  ripen,  the  pod  con- 
taining the  seed  splits  away  from  the  central  shaft  of 
the  pistil.  This  pod  is  attached  by  the  style,  which 
reaches  almost  to  the  stigma.  This  slender  style 
splits  loose  from  the  central  shaft  and  curls  up,  and 
as  it  does  so,  out  from  beneath  it  spreads 
a  tuft  of  hairs  that  looks  like  a  little 
feather ! 

Each  of  the  five  seed-cases  splits 
loose  in  this  way.  The  long  style  remains 
fastened  to  the  very  top  of  the  central 
column  just  below  the  stigma. 


203 


204 


A    FEW   FAMILIAR    FLOWERS. 


As  the  style  portion  breaks  loose  it  also  twists,  and 
finally  even  the  point  lets  go,  and  the  seed-pod  goes 
sailing  off  in  the  wind,  its  feathery  part  acting  as  a 
parachute. 

It  is  sometimes  blown  a  long  way  from  the 
parent  plant. 

We  remember  how  the  jewelweed  snapped 
its  seeds  into  new  fields.  The  pelargonium 
provides  wings  for  its  dear  seeds  to  sail  away 
and  find  new  homes. 

When  finally  the  seed  with  its  strange 
attachment  of  feathery  wings  and  long 
style  reaches  the  ground,  it  proceeds  to 
plant    itself!     As    the    style    dries, 
it  curls   up.      When    moistened,  it 
straightens  out.     The  end  of  the  seed-pod 
opposite   the   feather    is   furnished   with 
some  fine  bristles  that   point   back   like 
the  barbs  on  a  fish  hook. 

Now  see  what  happens  when  this  funny 
seed-pod  falls  on  the  ground. 

In  the  first  place,  the  feathery  part 
catches  in  the  grass  or  loose  particles  of  earth  and 
prevents  it  from  being  blown  away  again. 

In  dry  weather  the  stem-like  part  curls  up  like  a 
corkscrew. 


THE    SCARLET    GERANIUM.  205 

When  a  shower  moistens  it,  it  uncoils.  In  straight- 
ening out,  the  little  barbed  end  is  pressed  into  the 
ground.  Then  when  dry  weather  comes,  our  funny 
little  seed- case  curls  up  again.  But  it  cannot  pull 
the  seed  out  of  the  ground  again,  for  the  barbed  point 
.olds  it  fast!  So  it  just  curls  down  closer  to  the 
ground. 

Now  comes  another  rain  or  a  heavy  dew  and 
straightens  our  seed-case !  Deeper  into  the  earth  is 
pushed  the  point. 

When  again  the  seed-case  curls  up,  the  barbed 
point  holds  the  seed  fast,  so  in  a  few  days  it  may  be 
quite  covered  by  the  earth  and  ready  to  grow. 

Surely  the  geranium  family  is  an  ingenious  one  ! 

The  nasturtium  curls  up  its  pedicels  to  protect  its 
fruit. 

The  jewelweed  snaps  its  seeds  far  into  the  thicket. 

The  pelargonium  furnishes  its  seeds  with  wings  to 
fly  and  with  tools  by  which  they  can  plant  them- 
selves. 

The  seed  all  this  time  lies  in  the  rounded  part  of 
the  seed-pod,  and  when  planted  proceeds  to  grow  in 
due  time. 

Have  the  children  place  some  seed-cases  upon  the 
earth  in  a  flower  pot.  Watch  them  as  they  dry  up  ; 
moisten  them,  and  watch  them  straighten  out. 


206  A    FEW   FAMILIAR    FLOWERS. 

SUMMARY. 

1.  Separation  of  seed-cases. 

2.  Hairs  forming  means  of  transportation. 

3.  Slender,  twisting  style,  which  changes  shape  when  dry  and 
moist. 

4.  Barbed  point  of  seed-case. 


THE   LEAF. 


LOOK  down  upon  a  geranium  plant  and  see  how 
the  leaves  are  arranged  so  as  to  interfere  with  each 
other  as  little  as  possible. 

They   form   a    sort   of   rosette.      In   house-grown 
plants  they  will  all  turn 
towards  the  light. 

Let  the  children  try  to 
draw  the  leaves  in  posi- 
tion. This  is  not  difficult 
from  the  position  and 
shape  of  the  leaves. 


207 


THE   PETIOLE. 

ARE  the  petioles  long  or  short  ? 
Some  are  long,  some  short.      Those  attached  to 
the  lower  part  of  the  plant  are  long  to  bring  the 
leaves  out  into  the  light  and  air. 

The  petioles  are  cylindrical  in  form,  shaped  like 
a  cylinder,  a  tube,  or  a  piece  of  wire. 

They  are  pubescent.  So  densely  are  they  covered 
with  fine  hairs  that  a  very  small  insect  would  find  it 
difficult  to  creep  up  the  plant.  Notice  the  pubescence 
of  all  parts  of  the  plant,  excepting  the  petals  and 
essential  organs.  This  protects  the  plant  from  ex- 
cessive evaporation.  The  geranium  can  stand  a  good 
deal  of  dry  weather.  In  its  African 
home  it  probably  has  to  contend 
with  long  droughts,  and  so  has 
provided  itself  with  its  hairy 
covering. 

Notice  the  small,  green,  leaf- 
like  parts  at  the  place  where  the  petiole 
is  attached  to  the  stem.  These  are  called 
66  stipules."  The  word  comes  from  a 
Latin  word  meaning  "a  blade." 


208 


THE    SCARLET    GERANIUM.  209 

Because  the  geranium  leaf  has  stipules,  it  is  said 
to  be  "stipulate." 

As  the  stipules  grow  old  they  turn  brown  and 
finally  fall  off.  When  the  young  leaf  first  forms  it  is 
surrounded  and  protected  by  the  large  green  stipules. 
They  do  the  eating  for  the  plant  until  the  tender 
leaves  are  old  enough  to  do  their  work.  The  young 
leaf  can  be  seen  folded  up  between  the  stipules. 
When  their  work  of  protecting  and  helping  the 
young  leaf  is  done,  the  stipules  wither  and  fall. 

Recall  how  carefully  the  young  buds  are  protected 
by  their  pubescent  bracts,  also  by  their  position. 

They  turn  down  away  from  the  light.  Then  the 
peduncle  straightens,  but  the  younger  buds  turn  down 
until  time  to  blossom. 

Now  we  find  the  young  leaves  carefully  protected 
by  pubescent  stipules  until  they  are  large  enough  to 
care  for  themselves.  What  inference  can  we  draw 
from  the  fact  that  the  pelargonium  takes  such  care 
to  protect  itself  from  evaporation  in  the  heat  of 
the  sun?  It  takes  no  pains  to  protect  against  the 
entrance  of  water  to  its  stomata,  as  the  leaf  is  wet 
on  both  sides  upon  being  immersed  in  water.  This 
shows  that  the  hairs  are  not  grouped  about  the 
stomata.  Evidently  the  pelargonium  belongs  to  a 
hot,  dry  climate. 


210  A    FEW   FAMILIAR    FLOWERS. 

Notice  the  position  of  the  leaves  on  the  stem.  In 
some  cases  two  leaves  grow  opposite  each  other  at 
the  same  node.  Such  an  arrangement  of  leaves  is 
called  "  opposite." 

Not  all  the  leaves  are  opposite ;  some  are  alternate. 
The  geranium  does  not  seem  quite  to  know  which  it 
likes  best,  opposite  or  alternate  leaves. 

SUMMARY. 

1.  Arrangement  of  leaves  in  regard  to  each  other. 

2.  Petiole  :    Its  length,  shape,  and  covering. 

3.  Stipules  :     Their  work  ;  stipulate. 

4.  Position  of  leaves  :    Opposite  and  alternate. 


THE   BLADE. 


It  is  for 


TRY  to  draw  the  leaf  blade. 

In  general  shape  it  is  nearly  circular. 
this  reason  called  "orbicular." 

The  venation  is  palmate  and  the  leaf  is  net-veined. 

Look  at  the  back  of  the  leaf 
and  see  how  the  petiole  branches 
into  seven  or  more  large  veins,  or 
ribs. 

The  margin  is  not  entire;  it 
has  several  large  scallops.  Each  of 
these  scallops  is  scalloped  again. 
The  leaf  is  thus  doubly  scalloped. 
But  we  do  not  speak  of  a  scalloped 
leaf.  We  say  "  crenate  "  instead.  "  Crenate  "  comes 
from  the  Latin  wrord  crena,  meaning  "  a  notch."  So 
our  geranium  leaf  is  "doubly  crenate." 

Both  sides  of  the  leaf  are  covered  with  fine  silky 
hairs,  which  give  it  a  velvety  appearance.  This  is 
particularly  so  of  the  upper  surface. 

The  color  is  dark  green  above,  lighter  green 
beneath.  On  the  upper  surface  is  often  a  band  of 
very  dark  green  or  sometimes  brown. 


211 


212  A    FEW   FAMILIAR    FLOWERS. 

Because  of  the  shape  of  this  band  the  plant  has 
obtained  its  common  name  of  "  horseshoe  geranium." 

The  leaves  have  a  slight  aroma,  which  becomes 
stronger  when  they  are  crushed. 

SUMMARY. 

1.  Orbicular.  3.    Palmately  veined. 

2.  Doubly  crenate.          4.    Velvety  surface. 

5.    Aroma. 


VERNATION. 


THE  leaves  are  folded  together  in  the  bud  like 
a  fan  when  it  is  closed.  Therefore  they  are  said 
to  be  plaited  in  the  bud. 

The  stipules  cover  them  over  and  protect  them. 


213 


THE   STEM. 


THE  stem  is  stiff,  cylindrical,  and,  when  young, 
green.  It  is  pubescent,  or  covered  with  downy  hairs, 
like  the  rest  of  the  plant.  Old  plants  become  quite 
woody  and  grow  very  large,  sometimes  six  or  even 
ten  or  more  feet  high. 

The  older  part  of  the  stem  looks  brown  and  hard. 
It  branches  in  an  irregular  manner. 

If  any  part  of  the  stem  becomes  covered  with 
earth  it  sends  down  roots.  We  remember  how  the 
nasturtium  stem  sometimes  rooted. 

Even  a  piece  broken  or  cut  from  the  stem  of  a 
geranium  will  send  down  roots  and  grow. 

For  this  reason  geraniums  are  artificially  propagated 
by  "  slips  "  instead  of  by  seeds.  It  is  an  easier  and 
surer  way  and  saves  much  time,  as  it  takes  much 
longer  for  a  geranium  to  grow  up  from  the  seed  and 
blossom  than  to  grow  from  a  slip. 


214 


THE   ROOT. 


THE  root  of  the  geranium,  like  that  of  the  nastur- 
tium arid  of  the  jewelweed,  is  small  for  the  size  of 
the  plant.  It  is  fibrous. 

If  the  other  roots  have  been  studied,  this  can  be 
omitted,  as  it  involves  pulling  up  a  plant  which  would 
otherwise  continue  to  grow  and  blossom. 

If  one  is  pulled  up,  wash  the  roots,  study  them, 
then  replant  them,  and  the  geranium,  after  first  losing 
most  of  its  leaves,  will  continue  to  grow. 


215 


THE    HYACINTH. 


No  more  delightful  subject  for  study 
can  be  found  than -the  hyacinth. 

It  is,  with  one  or  two  exceptions,  an 
ideal  plant  for  early  spring  or  late  winter 
work. 

It  is  easily  obtained,  easily  cared  for, 
shows  the  whole  method  of  plant  growth 
from  root  to  blossom,  as  it  can  be  grown 
in  a  tumbler  of  water,  and  is  one  of  the 
most  delightful  of  all  flowers  in  its 
blooming  season. 

The  teacher  planning  to  use  the  hya- 
cinth may  begin  her  work  right  after 
the  Christmas  holidays  if  she  so  pleases. 
Work  with  the  hyacinth  may  follow 
winter  work  with  seeds  to  good  advan- 
tage, or  it  may  be  the  lirst  plant  work 
done. 

As  it  takes  some  time  for  the  plant  to 
develop,  it  will  be  well,  until  it  is  in 
bloom,  to  have  the  hyacinth  lesson  once 


217 


218  A    FEW    FAMILIAR    FLOWERS. 

or  twice  a  week  instead  of  every  day.  Work  upon 
seeds  may  be  carried  on  at  the  same  time  if  it  is 
desirable  to  have  a  plant  lesson  every  day. 

In  working  with  the  hyacinth  the  growth  of  the 
plant  can  be  watched  and  its  changes  observed  in  a 
way  not  feasible  with  any  of  the  other  plants. 

The  bulbs  should  be  procured  from  some  reliable 
seed-dealer,  so  they  will  be  sure  to  bloom. 

They  are  not  expensive  and  are  quickly  and  safely 
sent  by  mail  or  express.  Send  for  single-flowered 
varieties.  Ask  for  as  much  variety  in  color  as 
possible. 

Set  a  few  more  bulbs  than  are  needed. 

If  possible,  let  each  child  have  his  own  bulb. 

The  bulbs  can  be  planted  in  window  boxes  or 
flower  pots,  but  by  far  the  better  way  is  to  have 
them  grown  in  glass  receptacles.  Ordinary  jelly 
glasses  do  very  well  and  are  within  reach  of  all,  or 
glass  fruit  jars  may  be  used. 

In  using  the  jelly  glass  or  fruit  jar,  make  a  little 
support  for  the  bulb  to  prevent  its  sinking  to  the 
bottom.  Tie  a  string  around  the  top  of  the  glass 
just  below  the  projecting  rim. 

To  this  tie  other  strings  which  shall  reach  across 
the  mouth  of  the  glass  and  hang  down  into  it  about 
two-thirds  the  height  of  the  bulb.  In  this  or  some 


THE    HYACINTH.  219 

other  way  form  a  little  basket  or  net  for  the  bulb  to 
rest  upon  and  so  be  supported  near  the  top  of  the 
vessel,  and  yet  arranged  so  as  to  be  easily 
seen.    Have  a  label  pasted  upon  each  glass, 
bearing   the   owner's   name,  where   each 
child  has  a  bulb. 

It  may  be  well  to  start  the  bulbs  two 
or  three  weeks  before  the  regular  work 
upon  them  is  to  begin,  sparing  a  few 
moments  occasionally  to  look  at  them. 

Fill  the  glasses  with  water,  and  when  the  time 
comes  place  the  bulbs  in  them,  the  lower  end  resting 
upon  the  network.  The  pointed  end  is  the  top  of 
the  bulb. 

If  possible,  have  the  children  prepare  their  own 
glasses,  either  in  school  or  at  home.  Also  have  them 
care  for  the  bulbs  themselves,  the  only  care  required 
being  to  keep  the  glasses  full  of  water.  One  child 
may  be  detailed  to  fill  the  glasses  once,  a  day  for  a 
certain  length  of  time,  then  another  may  take  his 
place,  and  so  on. 

After  the  bulbs  have  started  to  grow  they  should 
not  be  subjected  to  a  very  low  temperature;  they 
will  stand  an  occasional  frost  without  being  killed, 
but  their  development  will  be  retarded  by  it. 

Do  not  allow  the  children  to  handle  the  bulbs  after 


220  A    FEW    FAMILIAR    FLOWERS. 

they  have  been  placed  in  the  water.  Impress  upon 
them  the  fact  that  the  bulbs  are  alive;  that  they  are 
delicate  and  sensitive,  and  must  be  let  alone  in  order 
to  develop  the  beautiful  flowers. 

Have  the  glasses  all  ready  before  the  bulbs  arrive 
upon  the  scene.  Have  a  shelf  or  window  seat  ready 
to  receive  them. 

Prepare  the  children  to  receive  the  bulbs  with 
respect  and  affection. 

Something  wonderful  is  coming  to  live  in  the 
schoolroom  with  them.  It  is  not  beautiful  to  look 
at,  but  it  holds  something  very  beautiful  deep  in  its 
heart,  and  if  properly  cared  for,  this  beautiful  object 
will  one  day  come  forth  to  make  everybody  happy. 
Each  child  is  to  have  one  of  these  treasures.  He 
may  love  it  all  he  wants  to,  but  must  look  at  it  with- 
out touching  it. 

Suppose  the  class  in  readiness.  Curiosity  has 
been  stimulated  by  the  preparation  of  the  glasses. 
Each  -child  is  wondering  what  sort  of  an  object  is  to 
go  into  them. 

The  teacher  holds  a  bulb  before  the  children. 

Her  own  attitude  towards  it  will  do  much  to  influ- 
ence their  feelings. 

This,  she  tells  them,  is  the  casket  that  holds  a 
rare  and  beautiful  treasure.  They  cannot  see  what 


THE  HYACINTH.  221 

is  inside  it,  but  some  day,  if  all  goes  well,  something 
beautiful  will  come  out  of  it. 

It   is  a  good  plan  at  this  point  to  pass  a 
bulb  around  the  class  and  let  each  child 
feel  of  it  and  look  at  it. 

Ask  if  it  is  hard  or  soft.  Call  atten- 
tion again  and  again  to  the  hardness 
and  firmness  of  the  bulb. 

Have  the  children  record  the  result 
of   their  observations  in   a  note  book 
kept  for   the   purpose.     A   few   pages   of   drawing 
paper  can  be  stitched  into  this  book. 

Notice  t~he  shape  of  the  bulb.  Place  a  bulb  on  each 
desk  and  have  the  children  draw  them  in  their  note 
books.  Be  sure  the  bulbs  are  standing  in  their  right 
position,  with  the  pointed  end  up. 

Do  not  let  the  children  handle  their  bulbs  more 
than  is  absolutely  necessary.  Have  them  satisfy 
their  curiosity  upon  the  bulb  or  bulbs  passed  around 
for  that  purpose. 

If  necessary,  have  the  bulbs  drawn  several  times, 
until  the  children  have  the  correct  shape  and  are  quite 
familiar  with  their  appearance.  Use  the  dry  bulbs  for 
drawing ;  do  not  put  the  bulb  in  water  until  after  the 
drawing  is  done.  When  ready,  each  child  may  place 
his  bulb  in  the  glass  of  water  bearing  his  name. 


222  A    FEW   FAMILIAR    FLOWERS. 

Henceforth  it  is  not  to  be  handled.  It  is  to  be 
left,  like  a  seed  which  has  been  planted,  to  grow  in 
peace. 

Be  sure  the  glasses  are  clean  and  the  water  in  them 
clear  to  begin  with,  so  that  the  changes  in  the  bulb 
can  be  watched. 

If  this  is  the  first  plant  studied,  the  teacher  is 
referred  to  the  chapter  on  the  Morning-Glory  for  the 
method  of  directing  observation  and  drawing  the 
information  so  obtained  from  the  child. 

The  child  should  be  helped,  by  skillful  questioning, 
to  see  the  important  truths  about  the  plant  and  to 
express  himself  about  them.  Do  not  tell  him  what 
to  see;  have  him  tell  you  what  he  does  see. 

SUMMARY. 

1.  Preparation  of  hyacinth  glasses. 

2.  Introduction  of  bulbs  to  the  class. 

3.  Consistency  and  shape  of  bulbs.     Written  account. 

4.  Pictures  of  them. 

With  the  younger  children  leave  the  bulbs  and 
await  developments.  With  the  older  ones  it  may  be 
well  to  examine  two  or  three  bulbs.  The  interior  is 
so  interesting  and  instructive  that  its  examination 
justifies  the  sacrifice  of  a  few  bulbs. 


THE  HYACINTH.  223 

Meantime  a  number  of  extra  bulbs,  the  number 
depending  upon  the  size  of  the  class,  should  be  put 
to  grow  in  water  by  the  teacher,  as  a  reserve  in  case 
of  need.  Also  plant  two  or  three  in  a  box  or  pot  of 
earth.  Do  not  plant  too  deep,  barely  cover  with 
earth.  Keep  them  well  watered. 

With  all  but  the  youngest  pupils  the  teacher  may 
now  examine  a  bulb  before  the  class. 

Keview  what  has  already  been  learned  about  the 
bulb  concerning  its  consistency  and  shape. 

Peel  off  the  outer  skin-like  covering  to  the  bulb. 
In  color  and  general  appearance  it  is  not  unlike  the 
skin  of  an  onion.  The  children  may  handle  this 
outer  covering,  smell  of  it,  and  look  at  it. 

It  is  dry  and  husk-like.  It  is  merely  the  outer 
wrapper  that  protects  the  bulb. 

Look  at  the  bulb  from  which  the  skin  has  been 
removed.  It  is  yellowish  white,  and  resembles  the 
inner  part  of  the  onion.  (It  is  better  to  call  upon 
the  child's  memory  of  the  familiar  onion  than  to  have 
it  dissected  by  the  children,  because  of  the  disagree- 
able effects  of  the  onion  when  handled.) 

Peel  off  this  inner  coat,  or  "  scale,"  as  it  is  called. 
Beneath  it  is  another  similar  one.  A  dozen  or  more 
of  these  thick  whitish  scales  can  be  removed. 

Notice  how  fleshy  they  are. 


224 


A    FEW    FAMILIAR    FLOWERS. 


At  the  base  of  the  bulb  beneath  some  of  the  scales 
a  tiny  white  bulblet,  or  offset,  will  be  found.     Have 
these  little  bulblets  carefully  looked  at  and 
drawn  in  position. 

They  are  so  simple  that  the  children 
can  place  them  after  merely  looking  at 
them  as  the  bulb  is  passed  around.  If 
necessary,  two  or  more  bulbs  can  be  dis- 
sected at  the  same  time,  so  that  all  may 
have  a  chance  to  see  them. 
The  scales  do  not  completely 
encircle  the  bulb.  One  goes  about 
two-thirds  of  the  distance  around, 
then  another  laps  over,  and  so 
covers  the  space  left. 

Finally  the  last  fleshy  scale  is 
removed.     But  there  is  a  central 

part  left  which  differs  from  the  outer  fleshy 
scales. 

Notice  the  platform  upon  which  this 
column  stands.  It  is  the  part  to  which  the 
scales  were  attached,  and  the  marks  they 
left  when  removed  are  plainly  visible. 

Draw   a   picture  of   this  central   portion 
with  its  platform. 

The  central  column  is  composed   of   long,  thin, 


THE  HYACINTH.  225 

white,  leaf -like  parts  folded  about  each  other  much  as 
the  scales  were. 

Carefully  remove  these  one  at  a  time ;  there  will 
be  found  from  five  to  ten  of  them,  according  to  the 
plant. 

Look  at  the  delicate  veins  running  from  top  to 
bottom  of  them.  Their  tips  overlap  and  project 
from  the  apex  of  the  bulb  in  the  form  of  the  blunt 
cone  we  see  in  the  undissected  bulb.  This 
blunt  point  is  hard  and  firm. 

When  the  outer  circles  of  these  inner, 
leaf-like  parts  are  removed  there  remain 
three  which  partly  conceal  something 
within. 

Carefully  fold  back  these  three  leaf- 
like  parts  ;  at  last  the  center  is  reached. 

What  is  this  standing  up  in  the  heart 
of  the  bulb  ? 

It  looks  like  a  pyramid  of  little  white  pods. 

Open  one  of  them.     It  is  surely  a  flower  bud ! 

Now  we  have  the  secret  of  our  hyacinth.  All 
those  leaves  and  scales  were  protections  to  this  deli- 
cate, undeveloped  flower  cluster. 

The  thick,  fleshy  scales  folded  over  the  inner  parts. 
The  thin,  white,  leaf -like  parts  made  a  delicate  lining 
to  this  pretty  nest  of  the  flowers. 


226  A   FEW  FAMILIAR   FLOWERS. 

Outside  of  all  the  dark,  red-colored  skin  wrapped 
up  the  bulb. 

Surely  this  flower  cluster  is  well  protected ! 
Look  now  at  the  little  white  flower  buds.    See 
how  they  are  flattened  and  packed  away  in  the 
center  of  the  bulb  so  as  to  take  up  as  little  room 
as  possible. 

Each  one  is  pressed  into  the  shape  of  a  tooth. 

That  is  because  they  are 
packed  so  closely  together. 
The  rounded  side  of  the  tooth- 
shaped  bud  is  towards  the  leaves ;  there 
is  more  room  for  them  to  swell  out  in 
that  direction,  but  the  other  two  sides  are  pressed 
quite  flat  by  contact  with  other  buds. 

How  can  this  queer-looking,  flat,  three-sided  bud 
straighten  out  into  a  pretty  flower? 

Have  the  result  of  these  observations,  together 
with  any  reflections  the  children  choose  to  make  on 
the  subject,  written  in  the  note  books. 

Have  the  flower  cluster  drawn  from  the  child's 
memory  of  it  as  it  was  passed  around.  Train  him 
to  express  himself  readily  and  quickly  by  drawing  as 
well  as  by  writing.  The  finding  of  the  flower  cluster 
at  the  heart  of  the  hard,  forbidding-looking  bulb  is 
always  a  surprise  and  pleasure  to  the  children. 


THE  HYACINTH.  227 

They  watch  with  great  interest  for  the  unfolding 
of  this  delicate  treasure.  They  have  seen  it  in  its 
cradle  wrapped  about  by  protecting  coverings ;  what 
will  it  be  like  when  it  comes  forth? 

The  children  can  hardly  wait  for  the  bulbs  to  un- 
fold, but  they  must  be  patient.  It  takes  time  for 
the  wonderful  transformation  they  are  about  to 
behold  to  take  place.  They  must  take  care  of  the 
bulbs,  but  not  disturb  them,  as  they  need  to  be  left 
in  peace  to  grow. 

Because  the  bulb  is  wrapped  around  by  so  many 
coats,  it  is  said  to  be  "  tunicated." 

A  tunic  was  a  loose  dress  worn  by  the  Romans.1 

The  hyacinth  bulb  wears  a  great  many  tunics ! 

We  get  the  name  "bulb"  from  our  old  Roman 
friends  as  well.  They  called  the  onion  and  plants 
with  similar  underground  parts  bulbus. 

SUMMARY. 

1.  The  hyacinth  bulb  is  hard  and  compact. 

2.  It  is  covered  by  a  reddish  brown  skin. 

3.  Beneath  the  skin  are  twelve  or  more  fleshy  white  scales  or 
coverings  —  tunicated  bulb. 

4.  Growing  to  the  base  of  the  bulb  and  covered  by  the  scales  are 
several  small  bulbs. 

1  See  Flowers  and  their  Friends  :    "  Tunics." 


228  A    FEW    FAMILIAR    FLOWERS. 

5.  As  the  scales  are  removed  they  are  found  to  be  attached  to  a 
thick,  short  stalk  that  makes  a  sort  of  pedestal  for  the  central  part  of 
the  bulb. 

6.  At  the  center  of  the  bulb,  wrapped  about  by  the  scales,  are  six 
or  seven  thin,  yellowish  white,  leaf-like  parts,  their  points  projecting 
in  the  form  of  a  blunt  cone  at  the  apex  of  the  bulb. 

7.  These  surround  an  undeveloped  flower  cluster. 

If  other  plants  have  been  studied,  or  with  older 
pupils,  call  attention  to  the  broad,  circular  disc  to 
which  the  scales,  leaves,  and  flower  stalk  are  attached. 

See  how  the  scales  are  arranged  upon  it  alternately, 
like  leaves  on  a  very  short  stem.  And  this  is  what  it 
is,  a  very  short  stem,  with  scales  instead  of  leaves 
attached  below,  and  above,  towards  the  center,  are 
attached  the  true  leaves  and  the  flower  stalk.  The 
little  offsets  and  bulblets  grow  in  the  axils  of  these 
scales. 

Heretofore  we  have  worked  with  flowering  plants, 
and  have  begun  at  once  with  the  most  conspicuous 
part,  the  bright  flower. 

Here  conditions  are  different ;  we  have  no  flowers, 
and  so  begin  to  work  with  what  we  have. 

We  first  look  at  the  dry  bulb,  then  we  have  the 
privilege  of  watching  the  growth  of  the  root. 


THE    ROOT. 


AFTER  the  bulbs  have  been  drawn  and  placed  in 
water,  leave  them  for  a  week,  or  longer  if  necessary. 
Then  have  the  glass  vessels  containing  them  placed 
upon  the  desks. 

Has  any  change  taken  place  in  the  bulbs  ? 

Some  one  soon  makes  a  discovery.      Tiny  white 
roots  are  putting  out  from  the  base  of  the 
bulb ! 

They  grow  out  towards  the  sides  and 
down  towards  the  bottom  of  the  glass. 

They  do  not  grow  up. 

Draw  the  bulb  with  its  fringe  of  roots 
as  seen  through  the  sides  of  the  glass. 

Have  the  bulbs  drawn  the  natural  size, 
and  compare  each  time  with  the  former  drawings. 
In  this  way  the  work  will  be  kept  on  a  more  uniform 
scale,  and  the  changes  that  take  place  will  be  more 
carefully  noted. 

If,  for  instance,  the  first  drawings  are  smaller  than 
nature  and  the  later  ones  larger,  in  looking  at  the 
drawings  later  the  children  will  get  the  impression 


230  A    FEW   FAMILIAR    FLOWERS. 

that  the  bulbs  have  grown  ;  or,  vice  versa,  they  will 
think  they  have  shrunken.  Since  change  in  the  size 
of  the  bulb  is  an  important  point  to  be  established 
later,  have  the  normal  size  of  the  bulbs  carefully 
preserved  in  the  sketches,  as  well  as  in  the  measure- 
ments. 

Be  careful  about  moving  the  bulbs,  as  the  roots 
are  very  brittle. 

What  is  the  use  of  the  roots? 

They  draw  up  water  for  the  bulb  to  use. 

Notice  how  the  water  in  the  glasses  disappears. 

What  has  become  of  it?  Part  has  doubtless  evap- 
orated. 

Place  another  glass  of  water  with  no  bulb  in  it  by 
the  side  of  the  glasses  with  bulbs.  Put  in  it  a  smooth 
stone  the  size  of  a  bulb,  supported  in  the  same  way. 
Have  the  conditions  of  the  glass  with  the  stone  as 
nearly  as  possible  the  same  as  of  those  containing 
bulbs.  In  one  is  the  living  bulb,  in  the  other  the 
lifeless  stone. 

Notice  the  difference  in  the  amount  of  water  that 
disappears.  The  water  in  the  glass  with  the  bulb  is 
lower  at  the  end  of  twenty-four  hours. 

What  has  become  of  it  ?  The  little  roots  have 
sucked  it  up  for  the  plant  to  use  in  growing. 


THE  HYACINTH.  231 

SUMMARY. 

1.  The  roots  :     Small,  white,  and  delicate.     They  grow  from  the 
very  base  of  the  bulb,  and  extend  out  and  downward. 

2.  They  suck  up  the  water. 

In  a  week  or  two  another  change  will  take  place 
in  the  bulb.  The  blunt  point  at  the  apex  will  begin 
to  lengthen  and  turn  green. 

Draw  the  bulb  each  week  in  its  changed  condition 
and  write  about  it. 

As  the  apex  develops  we  are  led  to  the  study  of 
the  leaves. 


THE   LEAF. 


LOOK  carefully  at  the  apex  of  an  unopened  bulb 
and  gently  touch  it ;  it  feels  hard,  almost  horny.  Its 
extreme  point  is  white  and  shining. 

When  the  apex  begins  to  open  out  it  is  seen  to  be 
composed    of   the  leaf-like   parts  that  wrapped  the 
flower  cluster.     They  are  green  now, 
not  white  as   when   seen   in   the  dis- 
sected bulb. 

The  leaves  are  turning   green  and 
peeping  forth ! 

Those   thin,    white,    leaf-like    parts 
that  wrapped  up  the  flower  buds  were 
indeed  the  young  leaves.     White  and 
delicate,  they  lay  in  the  heart  of  the 
bulb  until  the  warmth   and  moisture 
called    them   forth ;    then    they   grew 
and  came  out  into  the  air  and  sun.     As  soon   as 
they  felt  the  effect  of  the  sun  they  became  green. 
Why  was  this  ? 

The  leaves  make  the  food  for  the  plant.  They 
change  air  and  minerals  into  plant  material,  and  they 

232 


THE  HYACINTH.  233 

can  only  do  this  work  when  they  are  green.  The 
plant  must  be  fed  and  green  leaves  must  feed  it,  so 
the  first  thing  the  leaves  do  when  they  start  out  into 
the  world  is  to  turn  green.1 

The  children  will  be  quick  to  discover  the  lengthen- 
ing bud  cluster  as  soon  as  the  apexes  of  the  leaves 
separate.  It  can  be  seen  between  the  leaves. 

Let  us  look  at  the  leaves  a  little  more  closely. 

Examine  the  apex  of  one.  It  is  not  sharp- 
ened like  a  spear,  but  is  turned  over  like  a 
little  hood.  At  the  point  of  this  hood  is  the 
hard  white  spot. 

What  is  the  meaning  of  this  ? 

Look  at  the  box  where  the  bulbs  were 
planted  in  the  earth.  The  leaves  are  seeking 
to  come  out  into  the  light.  They  have  to  find 
their  way  through  the  hard  earth.  Sometimes 
the  ground  in  which  they  lie  is  quite  hard,  and 
they  have  to  pierce  it  to  find  their  way  to  the  light. 

So  they  have  this  hood-like  arrangement  with  the 
hard  spot  on  the  outer  leaves.  It  is  less  conspicuous 
on  the  inner  leaves,  and  some  of  them  do  not  have  it 
at  all. 

It  is  a  good  instrument  for  piercing  the  ground, 
and  it  also  very  nicely  protects  the  leaves  from 

1  See  Flowers  and  their  Friends. 


234  A    FEW    FAMILIAR    FLOWERS. 

damage,  as  well  as  protecting  the  flower  cluster 
beneath. 

The  leaves  never  forget  the  flowers  they  have  in 
charge. 

In  its  wild  state  the  hyacinth  grows  in  the  earth  ;  it 
is  often,  planted  in  gardens  too,  and  only  occasionally 
has  so  easy  a  time  as  it  has  in  our  tumblers  of  water. 

As  the  leaves  push  their  way  out  of  the  bulb  they 
spread  apart,  thus  making  a  fine  open  space  above 
the  flower  cluster.  The  flower  cluster  is  not  slow  to 
take  advantage  of  this  opening;  it  may  be  seen 
growing  up  into  it. 

The  delicate  buds  could  not  force  their  way  through 
the  hard  earth.  They  lie  still  until  the  stiff,  strong 
leaves  grow  up  and  open  a  passage  for  them. 

As  soon  as  space  appears  between  the  leaves  the 
buds  grow  until  sometimes  the  space  made  by  the 
spreading  leaves  is  quite  filled  by  the  bud  cluster. 

Sometimes  the  buds  fail  to  develop,  and  then  the 
leaves  do  not  spread  apart  so  much.  They  grow 
closer  together,  although  at  the  very  beginning  they 
do  spread,  as  though  they  knew  a  flower  cluster 
ought  to  come  forth.  When  none  appears  they  stand 
more  erect,  and  so  close  the  central  space. 

Wherever  the  plant  fails  to  develop,  make  the 
most  of  what  can  be  learned  by  the  failure.  It  will 


THE  HYACINTH.  235 

console  the  owners  of  flowerless  bulbs  to  find  their 
plants  are  also  interesting  and  can  teach  the  class 
something. 

Make  much  of  these  flowerless  plants.  Use  them 
in  studying  the  leaves  and  in  all  ways  possible,  so  as 
to  save  the  plants  preparing  to  bloom  from  being 
injured  by  handling. 

Notice  the  shape  of  the  leaves.  Study  them 
on  those  plants  which  have  no  buds  or  whose 
buds  have  blighted. 

The  leaves  grow  long  and  narrow.     They 
have  a  channel  down  the  middle. 

This  channel  was  formed  by  the  way  the 
leaves  folded  about  each  other  and  about  the 
cluster  of  buds  in  the  center. 

As  they  grow  larger  they  do  not  flatten 
out.  They  preserve  the  channel. 

Why  is  this? 

The  hyacinth  likes  plenty  of  water.  These 
leaves  collect  all  that  falls  within  the  radius 
of  their  tips  and  conduct  it  to  the  bulb.  They  make 
fine  gutters  to  catch  the  rain  water.  You  may  often 
see  a  little  pool  of  water  at  the  heart  of  the  hyacinth 
growing  in  the  garden. 

The  leaves  turn  a  dark,  rich  green  as  they  lengthen 
out  in  the  sunshine. 


236  A    FEW   FAMILIAR    FLOWERS. 

Draw  the  leaves  in  all  their  stages  and  write  about 
them. 

Look  at  the  venation  of  the  leaf.  If  the  children 
have  studied  the  net-veined  leaf,  compare  this  with  it. 

Is  it  net-veined? 

Hold  up  the  tumbler  bearing  the  plant  so  that  the 
light  shines  through  the  leaf.  Long  lines  are  seen 
extending  from  tip  to  base.  There  is  no  branching 
and  no  crossing  of  veins.  Because  the  veins  lie  so 
nearly  parallel  to  each  other,  the  leaf  is  said  to  be 
u  parallel- veined." 

Draw  the  leaf  with  particular  reference  to  its  vena- 
tion. 

Review  the  use  of  the  veins  in  a  leaf,  or,  if  this  is 
the  first  leaf  studied,  the  teacher  may  tell  the  story 
of  the  veins.  [See  chapter  on  Morning-Glory  Leaf.] 
If  the  children  are  old  enough,  read  about  leaves  in 
"Flowers  and  their  Friends." 

SUMMARY. 

1.  The  leaves 'have  a  special  formation  at  the  tip  to  pierce  the 
earth. 

2.  They  turn  green  and  spread  apart  as  they  lengthen. 

3.  They  open  the  door  of  the  earth  for  the  flowers  to  come  out. 

4.  They  are  long  and  narrow. 

5.  They  have  a  channel  down  the  middle. 

6.  They  are  parallel-veined. 


THE  HYACINTH. 


237 


As  the  leaves  put  forth,  and  sometimes  sooner, 
small  bulbs  will  break  through  the  scales  of  the  large 
bulb  in  some  of  the  plants.  Where 
this  occurs,  have  the  bulbs  drawn  with 
the  small  bulbs  in  place.  If  the 
children  have  seen  a  bulb  dissected 
they  will  recognize  these  as  the  tiny  SiSIJik  \ 

bulblets  they  saw  at  the  bases  of  the 
scales. 


THE   FLOWER   CLUSTER. 


NOTICE   again   how  the   leaves   wrap   about   the 
flower  cluster. 

Watch  the  flower  cluster  enlarge  from 
day  to  day.. 

The  buds  are  green  and  tooth-shaped. 
They  fill  up  the  space  made  for  them  by 
the  leaves. 

Draw  the  bulb  with  the  opening  leaves 
and  enlarging  bud  cluster. 

What  color  will  the  flowers  be  ?  Who 
can  tell? 

Some  day  a  most  extraordinary  thing 
will  have  happened. 
Kate:  "Oh,  Miss  A!" 
Teacher:  "What  is  it,  Kate?" 
.Kate:  "  My  top  bud  is  turning  red  !  " 
Nellie:  "And  mine  is  turning  blue  !" 
1  Fred:    "And    mine   has   got   sort   of 

pink!" 

The  children  eagerly  examine  their  buds ;  a  number 
show  signs  of  color. 


238 


THE  HYACINTH.  239 

In  a  few  more  days  the  color  of  many  of  the 
flower  clusters  will  be  apparent,  though  the  buds 
will  not  yet  have  opened. 

The  taking  on  of  color  by  these  green  buds  is  one 
of  the  most  charming  habits  of  the  hyacinth.  It  is 
a  symbol  of  resurrection,  a  beautiful  new  birth. 

The  children  will  be  greatly  interested  in  the 
colors  of  their  flowers. 

How  can  the  green  buds  change  to  these  bright 
colors? 

Why  do  the  green  buds  turn  so  many  lovely 
colors  ? 

How  does  the  plant  know  just  how  and  where  to 
turn  its  green  color  into  the  beautiful  delicate  tints 
worn  by  the  hyacinth  blossoms? 

This  is  the  secret  of  the  plant;  we  cannot  pene- 
trate the  beautiful  mystery. 

Some  plants,  of  course,  will  be  prettier  than  others, 
have  larger  clusters  and  lovelier  flowers. 

The  owners  of  the  less  fortunate  plants  may  need 
a  little  help  to  enable  them  to  take  an  unselfish 
pleasure  in  the  good  fortune  of  their  neighbors. 
Here  is  an  admirable  opportunity  for  a  skillful 
teacher  to  inculcate  one  of  those  moral  lessons 
which  should  be  the  foundation  of  all  school  teach- 
ing. 


240  A    FEW    FAMILIAR    FLOWERS. 

The  schoolroom  should  do  as  much  for  morality 
as  for  intellectual  development.  The  true  teacher 
will  feel  the  same  responsibility  for  the  moral  life  of 
the  children  that  she  feels  for  their  mental  growth. 

Morality  should  never  be  set  aside  as  something  to 
be  taught  by  itself  upon  special  days  or  in  a  special 
manner.  It  should  be  the  web  of  the  fabric  of 
character  of  which  mental  development  is  the  woof. 

There  should  be  no  need  of  special  schools  to 
teach  morality ;  it  should  be  the  keystone  of  the 
common  school  education.  But  do  not  preach. 

Convey  the  moral  lesson  just  as  you  do  the  truth 
about  corolla  or  nectary,  in  a  natural  and  attractive 
manner. 

Make  the  generosity  and  helpfulness  discoverable 
all  through  nature,  as  well  as  that  shown  to  one 
another,  seem  beautiful,  and  therefore  desirable  to 
the  children. 

Make  the  children  as  happy  and  as  good  as  possible 
through  their  nature  study. 

If  some  owner  of  a  blighted  plant  takes  his  loss 
very  much  to  heart,  the  teacher  may,  with  the 
approval  of  the  class,  give  that  child  one  of  her 
reserve  bulbs  that  is  doing  well. 

Remember  each  child  is  an  individual,  and  must 
have  individual  treatment. 


THE  HYACINTH.  241 

It  might  do  one  good  to  have  a  blighted  bulb  if  he 
could  be  helped  to  an  unselfish  pleasure  in  the  good 
of  others  in  that  way ;  it  might  do  another  harm  by 
making  him  unhappy  and  envious,  and  causing  him 
to  think  himself  abused,  and,  finally,  to  lose  interest 
in  the  work. 

The  disposition  of  the  child  should  always  be  con- 
sidered, and  that  plan  adopted  which  would  do  that 
particular  child  the  most  good.  No  one  rule,  how- 
ever good  theoretically,  can  be  successfully  applied 
to  all  people. 

Perhaps  the  best  test  of  a  teacher's  work  is  in  the 
happiness  of  the  children. 

Remember  how  it  is  with  yourself ;  the  things  you 
are  happiest  in  doing  you  do  the  best,  with  the  least 
vital  expenditure,  and  the  memory  of  them  lasts  the 
longest. 

Remember,  too,  things  that  seem  trifling  to  the 
teacher  may  be  of  great  moment  to  the  child.  The 
teacher  should  endeavor  to  look  at  things  from  the 
child's  point  of  view. 

To  return  to  our  hyacinth. 

After  the  color  has  begun  to  show  in  the  buds  the 
change  will  be  comparatively  rapid. 

In  a  few  days  the  topmost  bud  will  open. 


242 


A    FEW   FAMILIAR    FLOWERS. 


Even  before  a  single  flower  opens  the  arrangement 
of  the  flowers  upon  the  stalk  will  be  evident. 
•A  single  stalk  with  the  flowers  growing 
upon  it  rises  from  the  center  of  the  bulb. 

Such  a  flower  stalk  which  bears  no  leaves 
and  does  not  grow  out  of  a  stem,  but  comes 
directly  up  from  the  ground,  is  called  a 
"  scape."  "  Scape  "  comes  from  the  Latin 
word  scapus,  meaning  "shaft,"  "  stem," 
"  stalk."1 

The  scape  lengthens  and  finally 
carries  the  flower  cluster  up  above  the 
leaves. 

Draw  the  scape  and  buds  at  different 
stages. 

Keep  the  book  well  supplied  with 
notes. 

Notice  the  tiny  bracts  at  the  base 
of  each  peduncle.  Of  what  use  are 
they  to  the  flower? 

They  cannot  protect  as  the  ge- 
ranium bracts  protect ;  they  are  too 
small  to  be  of  any  use.  Probably 
they  were  larger  once  upon  a  time 

1  See  Flowers  and  their  Friends  :  '"  Hyacinth 

Stories." 


THE  HYACINTH.  243 

way  back  in  the  history  of  the  plant.     As  the  plant 
developed  and  changed,  it  no  doubt  found  it 
no  longer  needed  the  assistance  of  the  bracts, 
and  they  became  smaller  and  smaller,  until 
they  are  as  we  now  see  them. 

The  plant  does  not  waste  power  making 
useless  organs,  so  some  time  or  other  the 
bracts  must  have  served  some  good  purpose.  On 
the  other  hand,  an  organ  having  once  been  formed, 
it  does  not  disappear  at  once ;  the  change  is  very 
gradual. 

This  subject  of  bracts  will  be  interesting  to  only 
the  older  pupils.     Pass  it  by  with  the  younger  ones. 
As  the  buds  enlarge,  their  shape 
changes.      They   lose   their   three- 
sided,  flattened  form.     The  lower 
part  of   the  flower  rounds  into  a 
broad  tube. 

At  length  a  flower  opens ! 
This  is  an  event  in  the  class.     Several  plants  will 
open  their  first  flower  at  about  the  same  time. 

The  colors  are  delicate  and  pure,  a  delicious  per- 
fume fills  the  air,  and  the  texture  of  the  flower  is 
lovely. 

Soon  the  flower  cluster  is  in  full  bloom.  It  is  a 
beautiful  object.  The  fondest  expectations  are  more 


244  A    FEW    FAMILIAR    FLOWERS. 

than  fulfilled.  Out  of  the  hard,  dark  bulb  has  come 
this  lovely  treasure. 

The  room  is  bright  with  the  delicate  shades  of  red, 
pink,  and  blue  which  adorn  the  hyacinths.  Some 
are  white,  and  even  a  pale  straw  color  may  be  seen. 

The  air  is  as  sweet  as  when  the  orange  trees  bloom 
in  the  South. 

The  children  are  delighted ;  the  teacher,  too, 
enjoys  the  flowers,  and  is  happy  in  the  pleasure  of 
the  children.  She  begins  to  ask  questions. 

Why  does  the  plant  send  forth  this  lovely  flower 
cluster?  Why  has  it  its  rare  colors?  Its  rich  per- 
fume ? 

If  other  flowers  have  been  studied,  the  children 
with  one  voice  will  say  the  flowers  are  giving  the 
birthday  party  of  the  seeds,  and  desire  the  bees  to 
come  as  their  guests. 

The  bright  color  is  to  attract  the  winged  mes- 
sengers ;  the  heavy  perfume  is  the  note  of  invitation 
sent  to  call  them  from  a  distance. 

Within  .the-  corolla  the  children  will  expect  to  find 
rich  honey. 

The  children  will  notice  that  the  flowers  are  all 
clustered  together,  as  are  those  of  the  scarlet  gera- 
nium. This  enables  them  the  more  readily  to  be 
seen. 


THE  HYACINTH. 


245 


If  the  children  have  studied  the  geranium,  they 
will  notice  the  flowers  do  not  grow 
at  the  end  of  the  peduncle  like  the 
geranium  flowers ;  they  do  not  form 
an  umbel.  They  grow  on  slender, 
short  pedicels  of  about  the  same 
length  along  the  sides  of  a  common 
peduncle,  forming  a  flower  cluster 
known  as  a  "  raceme."  "  Raceme  " 
comes  from  the  Latin  word  racemus, 
meaning  "a  bunch  of  berries"  or  "a 
cluster  of  grapes."  The  flowers  grow  some- 
what like  a  cluster  of  grapes. 

SUMMARY. 

1.  The  gradual  enlargement  of  the  flower  cluster. 

2.  Shape  and  green  color  of  the  buds. 

3.  Gradual  change  from  green  to  some  bright  color. 

4.  Arrangement  of  flowers  upon  stalk. 

5.  Scape. 

6.  Bracts. 

7.  Buds  change  shape  as  they  enlarge. 

8.  The  flowers  open  ;  color  and  perfume. 

9.  Raceme. 


THE   FLOWER. 


THE  children  will  want  to  find  the  honey.     Have 
them  look  at  the  outside  of  the  flower  for  evidence 
of  nectaries. 

The  tooth-shaped  buds  have  opened  out; 
the  flowers  have  rounded  tubes,  more  or  less 
angular  in  outline.  There  are  no  spurs  or 
other  receptacles  for  nectar  to  be  seen,  unless 
the  bulging  angles  make  a  convenient  lodging- 
place  for  honey.  The  children  probe  carefully  with 
the  toothpicks.  They  search  all  the  nooks  in  the 
angles  of  the  flower  cup,  but  search  in  vain.  There 
is  no  nectar  to  be  found. 

But  there  is  plenty  of  pollen.     Does  the  hyacinth 
provide  only  pollen  as  an  inducement  to  the  insects? 


246 


STAMENS  AND   PERIANTH. 


LOOK  now  at  the  stamens.  There  are  six  of  them. 
They  may  be  seen  covered  with  pollen  crowding  the 
throat  of  the  flower. 

It  is  difficult  to  study  these  stamens  without  sacri- 
ficing the  flower. 

But  at  first  do  not  suggest  this.  Merely  notice 
their  presence,  covered  with  pollen,  and  their  number ; 
then  look  at  the  floral  envelope.  It  is  gamopetalous, 
but  the  border  is  composed  of  six  parts. 

How  many  parts  had  the  floral  envelopes  of  the 
morning-glory,  the  nasturtium,  and  the  geranium  ? 
They  seemed  to  prefer  the  number  five.  The  hya- 
cinth is  the  first  flower  studied  which  has  six  parts ; 
it  is  also  the  first  which  has  parallel-veined  leaves. 

All  our  five -parted  flowers  had  net-veined  leaves. 
Kecall  this  fact  frequently  to  the  minds  of  the  chil- 
dren. 

If  the  children  have  studied  some  of  the  other 
flowers,  ask  whether  the  floral  envelope  of  the  hya- 
cinth is  a  calyx  or  a  corolla. 

247 


248  A    FEW   FAMILIAR    FLOWERS. 

At  first  they  will  say  corolla.  Then  they  will 
readily  recall  how  it  was  at  first  green  and  calyx- 
like. 

Certainly  there  is  no  separate  calyx  or  corolla. 

What  shall  we  call  this  envelope  ? 

Some  one  will  remember  a  similar  difficulty  in  the 
case  of  the  jewelweed  or  balsam,  and  suggest  that  it 
be  called  perianth.  This  is  the  right  name  for  it. 

If  this  is  the  first  flower  studied,  tell  the  children 
the  name  of  the  bright  part  is  perianth,  and  explain 
the  meaning  of  the  word.  [See  chapter  on  Morn- 
ing-Glory.] 

If  this  is  the  first  flower  studied,  talk  of  the  pollen 
and  the  bees  as  in  chapter  on  Morning-Glory.  Do 
not  speak  of  nectar,  since  there  is  none,  unless  with 
older  pupils.  As  a  matter  of  fact,  insects  do  obtain 
juice  from  the  hyacinth  flower,  but  not  in  the  usual 
way. 

Those  pupils  who  have  studied  about  the  honey  in 
other  flowers  will  be  interested  to  know  that  the 
insects  pierce. the  succulent  tissue  of  the  hyacinth 
perianth  and  draw  out  its  juices.  In  other  words, 
they  actually  eat  the  perianth  instead  of  taking 
honey  from  a  special  receptacle. 

If  this  is  the  first  flower  studied,  talk  about  the 
color  arid  odor  of  the  flower,  the  form  of  the  peri- 


THE  HYACINTH.  249 

anth,  its  making  a  tube  for  the  reception  of  the  bee 
and  the  pollen,  all  in  relation  to  the  visit  of  the 
insect.  For  hints  in  this  work,  see  chapters  on  the 
Morning-Glory,  Nasturtium,  and  Geranium. 

We  now  approach  the  most  difficult,  and,  for 
beginners,  the  one  unsatisfactory  part  of  our  hya- 
cinth. 


THE   PISTIL. 


THIS  is  so  low  in  the  flower  that  it  cannot  be  seen ; 
the  anthers  fill  the  throat  and  completely  hide  it.  It 
does  not  wait  its  turn  and  then  come  forth,  as  is  the 
case  with  the  nasturtium,  jewel  weed,  and  geranium 
pistils.  The  succulent  perianth  grows  brown  and 
flabby,  and  wraps  yet  closer  about  the  pistil.  The 
whole  stalk  of  flowers  takes  on  an  appearance  of 
decay ;  its  odor  is  no  longer  agreeable.  Finally  the 
dried  and  withered  perianth  falls  off,  leaving  behind 
a  well-developed  fruit.  The  stigma  in  most  cases 
has  disappeared.  There  is  no  clue  to  the  story  of 
fertilization. 

In  this  event,  what  is  to  be  done  ?  The  older 
pupils  who  have  studied  fertilization  in  other  flowers 
can  readily  understand  the  explanation  that  the 
flower  is  self-fertile,  though  it  is  often  cross-ferti- 
lized by  insects,  and  no  doubt  desires  this  to  take 
place,  as  is  shown  by  its  color  and  perfume. 

Perhaps  the  best  way  out  of  the  difficulty  will  be 
to  cut  the  flowers  from  as  many  reserve  stalks  as 
necessary  to  supply  one  flower  to  each  child.  This 

250 


THE  HYACINTH.  251 

will  be  better  than  mutilating  all  the  flower  clusters, 
particularly  as  children  often  object  to  picking  even 
one  flower  from  the  stem  they  have  so  long  watched 
unfold. 

This  feeling  of  affection  for  their  bright  flower 
clusters  need  not  be  discouraged.  If  possible,  supply 
flowers  from  the  reserve  bulbs ;  if  this  is  not  possible, 
then  with  a  small  knife  or  pair  of  scissors  clip  off 
one  flower  from  each  cluster  where  it  will  show  the 
least. 

Slit  the  perianth  down  to  the  peduncle  and  lay 
it  open.  Now  the  structure  of  the  flower  is  very 
plainly  visible. 

The  six  stamens  are  seen  attached  to 
the  perianth  tube  just  above  the  pistil. 
The  filaments  are  broad  and  very  short. 
The  anthers  are  long  and  open,  or  dehisce, 
by  a  lengthwise  slit.     The  filament  is  at- 
tached  at  one   point   to   the   back   of   the   anther. 
The  cells  open  towards  the  center  of  the  flower,  so 
the  pollen  falls  down  upon  the  stigma. 

We  remember  that  the  dehiscence  of  the  morning- 
glory  stamens  was  extrorse.  They  opened  away 
from  the  center,  so  that  an  insect  entering  the 
flower  for  honey  would  be  sure  to  become  dusted 
with  pollen. 


252  A    FEW   FAMILIAR    FLOWERS. 

The  opening  to  the  hyacinth  anthers  is  introrse. 
They  dehisce  towards  the  center,  and  so  are  able  to 
fertilize  their  own  stigmas. 

The  pistil  is  of  the  same  texture  and  color  as  the 
rest  of  the  flower,  and  the  stigma  is  often  the  color 
of  the  border  of  the  perianth.  The  stigma  is  three- 
lobed  and  the  style  very  short. 

The  ovary  is  a  three-cornered,  berry-like  pod. 

If  this  is  the  first  flower  studied,  tell  about  the 
action  of  the  pollen  upon  the  ovules  and  its  method 
of  getting  to  them.1 

The  pollen  ripens  and  falls  upon  the  stigma. 

Very  often  when  the  flowers  grow  out  of  doors, 
bees  and  other  insects  visit  them  and  carry  pollen 
from  other  plants.  When  this  happens,  the  hya- 
cinth probably  prefers  the  foreign  pollen,  as  its 
flowers  are  often  crossed,  as  is  shown  by  the 
colors. 

The  importance  of  the  insect  to  the  life  of  the 
hyacinth  is  much  less  evident  than  is  its  importance 
in  many  other  flowers.  Still,  the  coming  of  the  bee 
for  pollen  and  the  use  she  makes  of  it  will  be  very 
interesting  to  the  children. 

The  color  and  fragrance  of  the  hyacinth  attest  its 
desire  for  cross-fertilization.  Doubtless  an  occasional 

1  See  chapter  on  Morning-Glory ;  also  Flowers  and  their  Friends. 


THE   HYACINTH.  253 

cross  is  essential  to  the  well-being  of  the  plant,  and 
it  may  be  that  in  some  former  stage  the  hyacinth 
was  more  perfectly  adapted  to  cross-fertilization  than 
at  present. 

Cut  the  ovary  in  two  transversely.  It  is  plainly 
composed  of  three  cells,  with  two  rows  of  ovules  in 
each  cell.  The  ovules  are  numerous  and  are  attached 
to  a  central  placenta.  Notice  that  the  seed-pod  is 
triangular  in  shape. 

Instead  of  cutting  the  ovary,  a  mature  seed-pod 
can  be  examined  if  there  are  any  such.  Allow  some 
of  the  pods  to  ripen  and  notice  how  they  dehisce. 

Each  cell  splits  open  down  its  back.  A  pod  that 
opens  this  way  is  said  to  be  "  loculicidal,"  from  the 
Latin  word  loculus,  a  cell,  and  another  Latin  word 
meaning  "to  cut."  The  cell  is  cut  open  down  the 
back. 

All  the  facts  about  the  hyacinth  should  be  dis- 
covered by  the  children  themselves  with  the  teacher's 
help,  and  at  each  step  the  children  should  write  and 
draw  in  their  books.  For  details  in  helping  the 
children  find  and  study  the  meaning  and  structure 
of  the  parts,  see  chapter  on  the  Morning-Glory. 


254  A    FEW   FAMILIAR    FLOWERS. 

SUMMARY. 

1.  No  nectar. 

2.  Six  stamens. 

3.  Gamopetalous,  six-parted  perianth. 

4.  Filaments  adhere  to  perianth. 

5.  Dehiscence  of  anthers  introrse. 

6.  Three-lobed  stigma ;  short  style. 

7.  Three-cornered    ovary;    three    cells    to    ovary    with    numerous 
ovules. 

8.  Central  placenta. 

-  9.    Triangular  pod  ;  loculicidal  dehiscence  of  pod. 

Notice  how  three  or  a  multiple  of  three  recurs  in 
the  parts  of  the  hyacinth.  Recall  how  five  recurs  in 
the  parts  of  the  other  flowers  studied. 


THE   BULB   AND   LEAVES. 


IN  the  glass-grown  plants  it  will  be  seen  the  roots 
are  comparatively  small  and  weak,  and  the  plant  has 
nothing  but  water  and  air  to  live  on. 

How  can  the  stalk  of  flowers,  the  green  leaves,  and 
the  offsets  be  developed  from  air  and  water  ? 

Most  plants  require  the  mineral  food  found  in  the 
earth  in  order  to  grow  and  blossom ;  they  cannot  live 
on  only  air  and  water. 

Where  does  our  hyacinth  get  its  food  ? 

If  we  were  to  keep  it  in  the  water  and  not  plant  it 
in  the  earth  at  all,  in  time  it  would  die  unless  we 
were  to  dissolve  certain  minerals  which  it  needs  in 
right  proportions  in  the  water ;  in  that  case  it  would 
continue  to  live  from  year  to  year  just  as  though  it 
were  in  the  ground. 

But  we  have  not  yet  settled  where  it  gets  its 
materials  for  flowers  and  leaves. 

Look  at  the  bulb ;  how  thick  and  solid  it  is.  It  is 
packed  full  of  plant  food  which  the  leaves  made  for 
it  in  preceding  years.  Those  who  saw  the  bulb  dis- 


255 


256  A    FEW   FAMILIAR    FLOWERS. 

sec  ted  will  know  Low  it  is  made  of  fleshy  scales ;  it 
is  these  fleshy  scales  that  contain  the  plant  food. 

These  fleshy  scales  are  really  transformed  leaves, 
just  as  the  bracts  on  the  geranium  are  transformed 
leaves.  These  queer  leaves  do  not  grow  up  green 
and  tall ;  they  stay  under  ground,  mere  storehouses 
of  food. 

Only  a  few  leaves  near  the  center  of  the  bulb  grow 
up  green  and  tall. 

The  bulb  is  in  reality  a  very  short,  thick  stem 
with  scales  instead  of  leaves.  In  the  axils  of  these 
scales  we  find  buds.  The  buds  near  the  base  grow 
into  short,  thick  stems  with  scales  instead  of  leaves ; 
in  other  words,  they  become  little  bulbs.  But  in  the 
axils  of  the  upper  scales,  those  near  the  center  of 
the  bulb,  the  buds  develop  true  leaves  and  flower 
stalks. 

These  leaves  are  the  ones  we  saw  pushing  out  of 
the  bulb  and  making  room  for  the  flower  stalk. 
They  open  the  door  of  the  earth  to  the  flowers. 
They  get  their  material  for  growjbh  from  the  food 
stored  in  the  bulb.  Then  in  return  they  work  hard 
and  make  food  out  of  air  and  water  for  the  plant. 
The  leaves  and  flower  stalk  are  able  to  grow  so  fast 
because  of  the  food  stored  in  the  bulb  scales.  The 
bulb  would  soon  be  exhausted  if  it  were  not  for  the 


THE  HYACINTH.  257 

activity  of  the  leaves.  But  they  send  food  down  to 
be  again  stored  up  in  the  bulb.1 

After  awhile  the  leaves  fade  and  fall.  But  near 
the  heart  of  the  bulb,  in  the  axil  of  one  of  the  upper 
scales,  a  new  bud  has  been  formed.  This  contains 
tiny  leaves  and  a  tiny  bud  cluster,  but  it  will  not 
grow  much  until  the  next  season,  when  again  the 
leaves  and  flowers  will  spring  forth. 

Meantime  from  the  axils  of  the  lower  scales  other 
tiny  buds  have  sprouted.  They  are  in  the  form  of 
bulbs  and  are  only  transformed  branches,  which,  in 
fact,  is  what  a  bulb  is,  —  a  short  branch  bearing 
scales  instead  of  leaves. 

These  bulblets  have  small  scales  stored  with  food 
drawn  from  the  mother  bulb ;  they  have  also  a  tiny 
bunch  of  leaves  at  the  axil  of  one  of  the  uppermost 
scales.  In  time  they,  too,  will  give  forth  leaves  and 
flower  stalks. 

Thus  we  see  the  hyacinth  has  two  methods  of 
reproduction :  one  by  seeds  and  one  by  buds,  the 
buds  being  in  the  form  of  bulbs. 

Hyacinths  do  not  seed  freely  in  this  country, 
neither  do  they  develop  vigorously  by  means  of 
bulbs.  Our  hyacinth  bulbs  soon  "  run  out,"  as  we 
say,  or  fail  to  put  forth  flowers,  and  we  have  to  con- 

1  See  Flowers  and  their  Friends  :  "  Chlorophyll,"  "  Root  Cells,"  etc. 


258  A    FEW    FAMILIAR    FLOWER 8. 

tinually  renew  our  stock  from  Holland,  where  the 
bulbs  grow  to  great  perfection.  Much  attention  is 
paid  to  bulb  culture  in  Holland,  which  is  famous  for 
its  beautiful  flowers. 

SUMMARY. 

1.  The  bulb  as  a  storehouse  of  food. 

2.  Its  scales  transformed  leaves. 

3.  Two  kinds  of  buds  in  the  bulb  :  Leaf  and  flower  buds  ;  bulblets. 

The  younger  pupils  will  not  be  able  to  understand 
the  structure  of  the  bulb  ;  for  them  it  will  be  enough 
to  know  the  thick  scales  are  the  storehouses  of  food 
for  the  plant. 

The  hyacinth  has  chosen  the  early  spring  for  its 
blooming  time.  It  needs  water,  and  so  comes  up  in 
the  early  spring  rains.  By  the  time  the  hot,  dry 
summer  weather  arrives  its  work  is  done.  It  has 
matured  its  seeds,  refilled  its  subterranean  store- 
house, and  developed  new  bulbs.  Now  its  leaves 
fade  and  fall.  All  that  is  left  are  the  hard  brown 
bulb  and  the  young  bulblets  down  in  the  ground, 
and  the  seeds  that  have  fallen  on  the  earth. 

But  we  know  what  is  stored  up  in  the  bulb,  and 
how,  when  the  next  season  rolls  around,  the  hyacinth 
will  be  one  of  spring's  first  harbingers.  We  know, 


THE  HYACINTH.  259 

too,  that  the  seeds  will  sprout,  if  everything  is  favor- 
able to  their  development,  and  that  the  leaves  that 
grow  from  them  will  store  up  food  in  bulbs  under 
the  ground,  and  that  in  time  these  bulbs  will  also 
put  forth  long  green  leaves  and  stalks  of  bright 
flowers. 

Under  the  dry,  hot  earth  the  bulbs  lie  all  summer, 
while  other  plants,  that  require  different  conditions, 
live  out  their  lives  and  shade  the  earth  above  the  bed 
of  the  hyacinths. 


GLOSSAEY. 


L.  =  Latin.      A.-S.  =  Anglo-Saxon. 


A. 

Acuminate,  a.     L.  acuminatus,  sharp.     Said  of  leaves  that  end  in  a 

long  tapering  point. 
Acute,  a.     L.  acutus,  sharp.     Said  of  leaves  ending  in  a  sharp  point. 

Both  acute  and  acuminate  come  from  the  same  root  ak,  which 

means  "to  pierce." 
Adhere,  v.     L.  ad,  to,  hcerere,  to  stick  ;  to  stick  to.     Said  of  unlike 

parts  that  grow  together,  as  where  petals  grow  fast  to  sepals. 
Adhesion,  n.     L.  ad  and  hcerere  (see  above)  ;  the  action  of  sticking. 

In  the  adhesion  of  flower  parts  one  part  adheres  to  the  other. 
Adnate,  a.     L.  ad,  to,  natus,  born  or  grown  ;    grown  to.     An  anther 

is  adnate  when  grown  by  its  whole  length  to  the  filament. 
Air,  n.     The  fluid  which  we  breathe  and  which  surrounds  the  earth  ; 

the  atmosphere.     The  air  is  composed  of  oxygen  and  nitrogen  in 

about  the  proportion  of  one  to  four.    It  also  contains  a  very  small 

quantity  of  carbon  dioxide  and  more  or  less  watery  vapor. 
Alternate,  a.     L.  alter,  other,  alternates,  done  by  turns,  first  one  and 

then  another.     Alternate  is  used  of  leaves  standing  singly  at  the 

nodes  of  a  stem,  one  following  another. 
Angled,  a.     L.  angulus,  an  angle,  a  corner  ;  having  angles.     Said  of 

steins,  like  those  of  the  mint,  which  have  angles  instead  of  being- 
round. 
Annual,  a.      L.  annus,  a  year  ;  a  plant  that  lasts  but  one  year  or 

season. 
Anther,  n.     From  a  Greek  word  meaning  "  a  flower";  that  part  of 

the  stamen  containing  the  pollen. 
Apex,  n.     L.  apex,  point,  tip  ;  the  end  of  a  leaf  farthest  from  the 

stem. 
Axil,  n.     L.  axilla,  little  armpit ;  the  angle  formed  between  the  upper 

side  of  a  leaf  and  the  stem  or  branch  to  which  it  is  attached. 

261 


262  GLOSSARY. 

Axillary,  a.  Pertaining  to  the  axil ;  growing  from  the  axil.  Flower 
buds  and  branches  often  grow  from  axils. 

B. 

Balsam,  n.  The  name  of  a  flowering  plant  closely  related  to  the 
jewelweed. 

Base,  n.  Old  English  bass,  low.  Applied  to  the  lower  part  of  a  leaf, 
or  the  part  next  the  stem. 

Beard,  n.  A  crest,  tuft,  or  covering  of  spreading  hairs  found  in  the 
corolla  of  some  flowers. 

Bindweed,  n.  The  name  of  some  members  of  the  Convolvulus  Family, 
so  named  because  of  their  habit  of  twining  about  and  binding  the 
weeds  together. 

Blade,  n.  A.-S.  bleed,  a  leaf,  broad  part  of  a  thing.  Applied  to  the 
broad  part  of  a  leaf. 

Bract,  n.  L.  bractea,  a  thin  plate  of  metal,  gold-leaf.  Used  of  small, 
usually  thin,  leaf-like  parts,  often  found  near  a  flower  or  flower 
cluster. 

Bracted  bindweed,  n.  The  name  of  a  convolvulus  whose  sepals  are 
covered  by  two  large  bracts. 

Branch,  n.     A  subdivision  of  the  main  stem  of  a  plant. 

Bulb,  n.  L.  bulbus,  a  bulbous  root,  an  onion  ;  the  name  of  the  under- 
ground, scale-covered  part  of  hyacinths,  etc. 

Bulblet,  n.  A  little  bulb.  Used  in  this  book  of  the  tiny  bulbs  grow- 
ing in  the  axils  of  the  scales  of  the  hyacinth  bulb. 

c. 

Calyx,  n.  From  a  Greek  word  meaning  "to  cover";  the  outer  set 
of  envelopes  which  form  the  perianth  of  a  flower.  They  are  often 
green  and  persistent,  and  serve  to  protect  the  ovary. 

Capitate,  a.  L.  caput,  head,  head-shaped.  Used  of  a  thick,  rounded 
stigma. 

Carbon,  n.  L.  carbo,  a  coal ;  an  element  found  in  nature.  The  dia- 
mond is  one  form  of  carbon,  graphite  is  another,  coal  is  another. 
In  union  with  oxygen,  one  atom  of  carbon  to  two  of  oxygen,  it 
forms  carbon  dioxide,  a  heavy  gas. 


GLOSSARY.  263 

Carbon  dioxide,  n.     A  heavy  gas,  found  as  an  impurity  in  the  air. 

It  is  breathed  out  by  animals  and  plants.     Plants  also  absorb  it 

and  use  it  in  constructing  plant  material. 
Carbonic  acid  gas,  n.     An  old  name  for  carbon  dioxide. 
Carpel,  n.     From  a  Greek  word  meaning  "  fruit  " ;  a  simple  pistil  or 

one  of  the  chambers  of  a  pistil. 
Chlorophyll,  n.     From  two  Greek  words  meaning  "light  green  "  and 

"  leaf,"  leaf-green  ;  the  green  coloring  matter  of  vegetation. 
Claw,  n.  A.-S.  dawn,  a  claw,  hoof  ;  the  narrow  base  of  a  petal. 
Cohere,  v.  L.  co,  together,  hcerere,  to  stick  ;  to  stick  together.  Used 

of  the  union  of  different  parts  of  the  same  flower  whorl. 
Cohering,  a.     Sticking  together. 
Cohesion,  n.     The  state  of  sticking  together. 
Conduplicate,  a.     L.  con,  together,  duplicare,  to  double  ;  to  double  or 

fold  together.     Said  of  leaves  in  the  bud  when  they  are  folded 

down  the  middle  so  that  the  halves  of  the  blade  lie  face  to  face 

against  each  other. 
Cone,  n.     L.  conus,  a  cone  or  peak  ;  the  name  of  a  solid  form  ;  the 

fruit  of  the  pine,  fir,  and  spruce. 
Connive,  v.     In  botany  has  the  same  meaning  as  converge,  to  have 

a  gradual  inward  direction,  to  be  brought  close  together.     Said 

of  anthers  that  grow  towards  each  other  so  as  to  touch. 
Connivent,  a.     Brought  close  together. 
Convolvulaceae,  n.     The  name  of  the  family  to  which  the  bindweed, 

morning-glory,  and  other  similar  plants  belong. 
Convolvulus,  v.     L.  con,  together,  volvere,  to  roll ;   to  roll  or  wind 

together  ;  the  botanical  name  of  the  bindweed,  so  called  from  its 

twisting  habit. 

Cornucopia,  n.     L.  cornu,  horn,  copia,  plenty  ;  horn  of  plenty. 
Crenate,  a.     L.  crena,  a  notch.     Said  of  a  leaf  margin  which  is  cut 

into  rounded  scallops. 
Cross-fertilization,  n.     The  fertilization  of  the  ovules  of  one  flower 

by  the  pollen  of  another. 
Cupid,  n.     In  Roman  mythology  the  god  of  love,  son  of  Venus,  the 

goddess  of  beauty ;  generally  represented  as  a  beautiful  boy  with 

wings,  carrying  a  bow  and  quiver  of  arrows. 
Cylindrical,  a.     Shaped  like  a  cylinder. 


264  GLOSSARY. 

D. 

Dehisce,  v.  L.  de,  off,  hiscere,  to  gape,  yawn.  Used  of  the  splitting 
open  of  ripe  seed-pods  or  anthers. 

Dehiscence,  n.  The  opening  of  a  seed-pod  or  an  anther  for  the  dis- 
charge of  seeds  or  pollen. 

Distinct,  a.  L.  distinguere,  to  separate,  divide  ;  separate.  Said  of 
flower  parts  of  the  same  whorl  which  are  not  united,  but  stand 
free  from  each  other. 

Down,  n.  The  fine,  soft  covering  of  hairs  upon  some  plants  and  fruits 
and  seeds  ;  the  light  feathery  hairs  upon  some  seeds,  as  the  dande- 
lion and  thistle,  by  which  they  are  borne  upon  the  wind. 

E. 

Entire,  a.  L.  integer,  whole  ;  whole,  unbroken.  Applied  to  the  mar- 
gin of  a  leaf  that  is  not  notched  or  cut. 

Essential  organs,  n.  The  pistil  and  stamens  are  called  "  essential 
organs  "  because  they  are  necessary  to  the  formation  of  seed,  and 
consequently  essential  to  the  continued  life  of  the  plant. 

Evaporation,  n.  L.  evaporatus,  dispersed  into  vapor  ;  the'conversion 
of  a  solid  or  liquid  by  heat  into  vapor.  Most  often  used  in  refer- 
ence to  the  conversion  of  water  into  vapor.  The  warm  air  of 
summer  causes  a  rapid  evaporation  of  the  water  from  the  leaves 
of  plants. 

Exotic,  a.  and  n.  From  a  Greek  word  meaning  "  foreign,"  "  alien." 
Said  of  plants  introduced  from  a  foreign  country. 

Extrorse,  a.  L.  extra,  outside,  versus,  turned ;  contracted  from 
Latin  word  extraversus,  turned  toward  the  outside.  Applied  to 
an  anther  turned  away  from  the  center  and  opening  toward  the 
perianth. 

F. 

Feather-veined,  «.  Having  a  series  of  veins  branching  from  each 
side  of  the  mid-rib  of  a  leaf,  somewhat  resembling  the  structure 
of  a  feather. 

Fertilization,  n.  The  process  by  which  the  pollen  acts  upon  the 
ovule,  resulting  in  the  production  of  seeds. 


GLOSSARY.  265 

Fertilize,  v.  L.  fertilis,  fruitful ;  to  make  fruitful  or  productive,  in 
the  flower,  by  introducing  the  pollen  to  the  ovule,  enabling  them 
in  union  to  become  a  seed. 

Fibres,  n.  L.  Jibra,  a  filament,  a  fibre  ;  fine,  thread-like  parts  of  a 
plant. 

Fibrous  roots,  n.     Fine  thread-like  roots. 

Filament,  n.  L.  jilum,  a  thread  ;  the  stem  of  an  anther,  often  thread- 
like in  form,  though  it  varies  greatly  ;  any  thread-like  part. 

Floral  envelopes,  n.  The  calyx  and  corolla  that  fold  about  or  en- 
velope and  protect  the  essential  organs. 

Free,  a.  When  flower  parts  are  not  united  with,  or  inserted  upon, 
other  flower  parts  in  a  different  whorl. 

Fruit,  n.  The  matured  ovary  and  all  it  contains  or  is  incorporated 
with.  Sometimes  the  calyx  forms  part  of  the  fruit,  as  in  the 
apple. 

G. 

Gamopetalous,  a.  From  two  Greek  words  meaning  "  marriage  "  and 
"leaf"  or  "petal";  having  the  petals  united  or  grown  together. 

Gamosepalous,  a.  This  is  not  a  very  good  word,  as  it  is  formed  by 
a  mixture  of  Greek  and  Latin.  Gamo  comes  from  a  Greek  word 
meaning  "  marriage  "  or  "  union,"  and  sepalous  from  L.  sepalum, 
a  division  of  the  calyx  ;  it  means  having  the  sepals  united  or 
grown  together. 

Ganymede,  n.  In  Greek  mythology,  a  beautiful  youth,  cup-bearer  to 
the  Olympian  gods. 

Geranium,  n.  From  a  Greek  word  meaning  "  crane's  bill "  ;  the 
name  of  a  plant,  so  called  because  of  the  long  projecting  beak  of 
the  seed-vessel. 

Glabrous,  a.  L.  glaber,  smooth,  without  hair  ;  having  a  smooth,  hair- 
less surface. 

Gland,  n.  Certain  cells  upon  or  near  the  surface  of  a  plant  that 
secrete,  or  take  from  the  sap,  certain  substances.  The  nectary  is 
a  gland  that  secretes  a  sweet  juice. 

Greeks,  n.  The  people  who  inhabit  Greece.  When  we  say  "  Greeks  " 
we  usually  mean  the  ancient  inhabitants  of  Greece,  who  are  noted 
for  their  wisdom  and  for  the  beautiful  buildings  and  statues  they 
created. 


266  GLOSSARY. 


H. 

Halberd-shaped,  a.  Shaped  like  a  halberd,  or  old-time  battle-ax. 
Applied  to  the  base  of  a  leaf  of  a  certain  shape. 

Hastate,  a.  L.  hasta,  a  spear ;  shaped  like  the  head  of  a  spear.  Ap- 
plied to  the  base  of  a  leaf  of  a  certain  shape  thought  to  resemble 
a  spearhead. 

Hebe,  n.  In  Greek  mythology  the  goddess  of  youth  and  spring,  and 
cup-bearer  to  the  gods  on  Mt.  Olympus  until  supplanted  by 
Ganymede. 

Honey,  n.  A  sweet  liquid  formed  by  bees  and  other  insects  from  the 
nectar  of  flowers.  Nectar  is  also  called  honey. 

Honeycomb,  n.  The  structure  of  wax  cells  in  which  bees  deposit 
honey  for  future  use. 

Hyacinth,  n.     The  name  of  a  plant ;  also  of  a  precious  stone. 

Hydrogen,  n.  Comes  from  two  Greek  words  meaning  "  water  pro- 
ducing." It  is  a  very  light,  invisible  gas,  and  when  chemically 
united  to  oxygen,  two  parts  of  hydrogen  to  one  of  oxygen,  the 
result  is  water. 

I. 

Imbricated,  a.  L.  imber,  rain,  imbrex,  a  hollow  tile  to  shed  rain  from 
roof  ;  imbricare,  to  cover  with  gutter  tiles  ;  lying  over  one  another, 
or  lapping,  like  tiles  on  a  roof.  Applied  to  some  sepals  as  they 
are  wrapped  about  the  bud. 

Impatiens,  n.  L.  impatiens,  impatient ;  the  name  of  a  genus  of  plants, 
so  called  because  of  the  sudden  snapping  of  the  seed-vessels  when 
touched  ;  also  called  snapweed  and  touch-me-not. 

Included,  a.  L.  in,  in,  claudere,  to  shut,  close  ;  confined  within  some- 
thing. Said  of  the  stamens  when  they  do  not  project  beyond  the 
mouth  of  the  corolla. 

Inherit,  v.  L.  in,  in,  heres,  heir  ;  to  take  by  descent  from  an  ances- 
tor, to  occupy  the  position  of  an  heir.  Plants,  like  people,  in- 
herit their  characteristics  from  their  parents. 

Inheritance,  n.     That  which  is  inherited. 

Innate,  a.  L.  innatus,  inborn.  An  anther  is  innate  when  borne  upon 
the  end  of  the  filament,  forming  a  continuation  of  it. 


GLOSSARY.  267 

Insipid,  a.     L.  m,  without,  sopidus,  having  a  taste  ;  without  a  taste, 

tasteless.      In  used  as  a  prefix  occasionally,  as  in  this  case,  means 

"  without." 
Internode,  n.     L.  inter,  between,  nodus,  a  knot,  a  joint ;  the  space  on 

a  stem  between  two  nodes. 
Introrse,  a.     L.  intro,  within,  vertere,  to  turn  ;  contracted  from  intro- 

versus,  turned   or   facing  inward.     Used   of   anthers   that   open 

towards  the  pistil. 
Involute,  a.     L.  in,  in,  volutus,  rolled  ;  rolled  in.     Said  of  leaves  or 

petals  that  in  the  bud  are  rolled  inward  from  the  edge. 
Iron,  n.     A  very  abundant  and  very  important  metal  ;   found  also  in 

the  tissues  of  plants  in  small  quantities. 

to 

J- 

Jewelweed,  n.  One  of  the  names  of  the  plant  called  impatiens,  so 
called  because  of  its  flowers  that  hang  like  pendants  from  their 
slender  stems,  or  because  of  the  leaves  that  shine  like  silver  when 
held  under  water. 

Jupiter,  n.     In  Roman  mythology  the  chief  of  the  gods. 


L. 

Lady's  eardrop,  n.     A  name  for  the  jewelweed,  so  called  because 

of  the  bright  pendent  blossoms. 
Lady's  slipper,  n.     A  name  sometimes  given  to  the  garden  balsam 

because  of  the  shape  of  the  blossoms. 
Leaf,  n.     The  green  expanded  organs  of  plants  by  means  of  which 

they  receive  and  use  carbon  dioxide,  and  give  off  water  and  other 

wastes. 
Line  of  dehiscence,  n.     The  line  along  which  a  seed-pod  or  an  anther 

splits  open. 

Linear,  n.     L.  linea,  a  line  ;  like  a  line  or  thread.     Said  of  very  nar- 
row leaves  or  stigmas. 
Linnaeus,  n.     A  celebrated  Swedish  botanist  and  naturalist.    Born  in 

Sweden,  1707  ;    died,  1778.      Wrote   many  important  books  on 

botany. 


268  GLOSSARY. 

Lobe,  w.  From  a  Greek  word  meaning  "the  lobe  of  the  ear";  a 
rounded,  and  more  or  less  globular  projection  or  part.  Used  of 
the  divisions  of  the  stigma. 

Loculicidal,  a.  L.  loculous,  a  cell,  ccedere,  to  cut.  Used  when  a  seed- 
vessel  splits  open  down  the  back.  The  cell  itself  is  cut  open,  in- 
stead of  separating  from  the  neighboring  cells. 

M. 

Magnesium,  n.  A  metal  that  is  very  abundant  in  solutions  in  sea 
water,  and  also  in  the  earth's  crust.  It  is  found  in  the  composi- 
tion of  animals  and  some  plants. 

Margin,  n.  L.  margo,  edge,  border.  The  edge  of  a  leaf  is  called  its 
margin. 

Mid-rib,  n.     The  rib  in  the  middle  of  a  leaf. 

Minerva,  n.  In  Roman  mythology  one  of  the  principal  goddesses, 
the  goddess  of  wisdom  and  of  war. 

Monadelphous,  a.  From  two  Greek  words  meaning  «  only,"  "  alone," 
and  "brother  ";  one  brotherhood  ;  having  the  stamens  united  by 
their  filaments  into  one  set. 

Morning-glory,  n.  A  well-known  plant  belonging  to  the  Convolvulus 
Family. 

Mt.  Olympus,  n.     In  Greek  mythology  the  abode  of  the  gods. 

N. 

Nasturtium,  n.  L.  nasus,  nose,  tortus,  convulsed  ;  the  name  of  a 
plant,  so  called  because  of  its  acrid  juice  that  causes  a  stinging 
sensation  at  the  back  of  the  nose  when  it  is  tasted. 

Natural  Selection,  n.  A  term  given  by  Darwin  to  that  process  of 
nature  by  which  some  animals  and  plants  are  preserved  and  others 
destroyed.  If  the  animal  or  plant  is  in  harmony  with  its  sur- 
roundings, it  continues  to  live.  If  for  any  reason  the  surround- 
ings change,  so  that  the  animal  or  plant  cannot  agree  with  them, 
the  living  forms  die  out,  leaving  only  those  that  can  agree. 

Nectar,  n.  The  drink  of  the  gods  on  Mt.  Olympus.  Applied  to  the 
honey  of  flowers. 

Nectar  guides,  n.  The  colored  lines  on  flowers  which  lead  to  the 
nectary,  and  are  supposed  to  lead  insects  to  the  nectar, 


GLOSSARY.  269 

Nectary,  n.  The  receptacle  in  which  the  nectar  of  flowers  is  collected  ; 
also  the  gland  which  secretes  the  nectar. 

Net-veined,  a.  Said  of  a  leaf  when  it  is  traversed  by  fine  veins  form- 
ing a  network. 

Nitrogen,  n.  One  of  the  gases  that  compose  the  air  and  which  is 
necessary  to  the  formation  of  all  living  bodies,  whether  plant  or 
animal. 

Node,  n.  L.  nodus,  a  knot  ;  the  part  of  a  stem  which  bears  a  leaf  or 
leaves.  It  is  often  a  little  larger  than  the  rest  of  the  stem. 

0. 

Opposite,  a.  L.  op,  ob,  over  against,  positus,  set  or  placed  ;  set  over 
against.  Applied  to  leaves  where  there  are  two  at  a  node  stand- 
ing opposite  to  each  other. 

Orbicular,  a.  L.  orbiculus,  a  small  disc.  Said  of  a  leaf  which  has  a 
nearly  circular  outline. 

Ovary,  n.  L.  ovum,  an  egg  ;  the  lower  part  of  the  pistil  which  holds 
the  eggs  or  seeds  of  the  plant. 

Ovate,  a.  L.  ovum,  an  egg  ;  egg-shaped.  Said  of  a  leaf  which  is 
broader  at  the  base  than  at  the  apex  ;  shaped  like  the  section  of 
an  egg  cut  lengthwise. 

Ovule,  n.  L.  ovum,  an  egg  ;  a  little  egg.  Applied  to  the  rudimentary 
seeds  of  plants,  which,  upon  fertilization  and  growth,  become  true 


Oxygen,  n.  One  of  the  gases  that  compose  the  air  and  which  is 
essential  to  life.  It  is  also  found  in  composition  in  the  tissues  of 
plants  and  animals. 

P. 

Palmately  veined,  a.  L.  palma,  the  palm.  Said  of  leaves  which 
have  the  veins  branching  from  the  stem,  somewhat  like  the  fin- 
gers from  the  palm  of  the  hand. 

Parachute,  n.  L.  parare,  to  prepare,  guard  against,  French,  chute,  a 
fall ;  an  umbrella-like  apparatus  for  descending  unhurt  from  high 
places. 

Parallel-veined,  a.  Said  of  leaves  whose  veins  are  parallel  or  nearly 
so. 


270  GLOSSARY. 

Parenchyma,  n.  From  two  Greek  words  meaning  «  beside  "  and 
"pour  in";  something  poured  in  beside  ;  the  cellular  tissue  that 
fills  in  the  spaces  between  the  veins  of  leaves,  and  between  the 
stiffer  fibres  of  other  parts  of  the  plant. 

Pathfinders,  n.     Nectar  guides. 

Pedicel,  n.  L.  pediculus,  a  little  foot ;  the  stalk  that  supports  only 
one  flower  where  there  are  several  on  a  peduncle. 

Peduncle,  n.  L.  pedunculus,  a  little  foot ;  a  flower  stalk.  It  some- 
times supports  one  flower,  sometimes  a  cluster  of  flowers. 

Pelargonium,  n.  From  a  Greek  word  meaning  "a  stork";  a  mem- 
ber of  the  Geranium  Family,  so  called  because  of  the  beaked 
seed-pods. 

Peltate,  a.  L.  pelta,  a  light  shield  ;  shield-shaped.  Said  of  a  leaf 
which  is  nearly  circular  and  has  the  stem  fastened  near  the  center. 

Perfect,  a.     Said  of  flowers  which  contain  both  stamens  and  pistils. 

Perianth,  n.  From  two  Greek  words  meaning  "  around "  and 
"flower";  around  the  flowers;  a  name  for  the  floral  envelopes 
which  stand  around  the  essential  organs. 

Persist,  v.  Said  of  bracts,  petals,  or  other  organs  which  do  not 
fall,  but  remain  in  their  places,  often  drying  up. 

Pestle,  n.  L.  pistillum,  a  pounder ;  a  sort  of  handle  with  a  knob 
for  pounding  substances  in  a  mortar. 

Petal,  n.  From  a  Greek  word  meaning  "  a  leaf  ";  one  of  the  leaves 
of  a  corolla. 

Petiole,  n.     L.  petiolus,  a  stem  or  stalk  of  fruits  ;  the  stem  of  a  leaf. 

Pistil,  n.  L.  pistillum,  a  pestle  ;  the  seed-bearing  organ  of  a  flower, 
composed  generally  of  three  parts  :  ovary,  style,  and  stigma  ; 
called  pistil  because  of  its  shape. 

Placenta,  n.  L.  placenta,  a  cake  ;  that  part  of  the  ovary  of  flowering 
plants  which  bears  the  ovules.  Often  flattened  and  softer  in  tex- 
ture than  the  surrounding  parts. 

Plaited,  a.  L.  plicatum,  folded ;  folded,  pleated.  Used  of  the  fan- 
like  folding  of  leaves  in  the  bud. 

Pod,  n.     The  name  of  any  dry,  dehiscent,  several-seeded  seed-vessel. 

Pollen,  n.  L.  pollen,  fine  flour  ;  the  dust  or  grains  of  fertilizing  mate- 
rial found  in  the  anthers  of  flowers. 

Polypetalous,  a.  From  two  Greek  words  meaning  "  many "  and 
"  leaf."  Said  of  a  flower  having  two  or  more  separate  petals. 


GLOSSARY.  271 

Polysepalous,  a.  From  a  Greek  word  meaning  "  many  "  and  the 
Latin  word  sepalum,  sepal.  Said  of  a  flower  whose  calyx  is  com- 
posed of  two  or  more  separate  sepals. 

Potassium,  n.  A  substance  found  in  combination  with  other  things 
in  the  earth's  crust,  and  forming  an  important  element  in  the 
substance  of  plants  and  animals. 

Proboscis,  n.  From  two  Greek  words  meaning  "  before  "  and  "  feed  " ; 
the  trunk  of  an  elephant ;  the  "  tongue  "  of  a  fly,  bee,  butterfly, 
etc. 

Proterandrous,  a.  From  two  Greek  words  meaning  "being  before  " 
and  "  male  " ;  the  ripening  and  discharge  of  the  pollen  or  male  ele- 
ment in  a  flower  before  the  ripening  of  the  stigma  or  female  part. 

Pubescent,  a.     L.  pubes,  downy  ;  covered  with  fine  hairs  or  down. 

Pungent,  a.     L.  pungere,  to  prick  ;  pricking,  stinging  to  the  taste. 

R. 

Raceme,  n.     L.  racemus,  a  cluster  of  grapes  ;  a  cluster  of  flowers  like 

that  of  the  lily  of  the  valley  or  of  the  hyacinth. 
Receptacle,  n.     L.  recipere,  to  receive  ;  the  end  of  a  flower  stem  which 

receives  the  flower  parts  or  to  which  they  are  grown. 
Reproduction,  n.     L.  re,  again,  producere,  to  produce  ;  the  process  by 

which  new  plants  or  animals  are  produced  from  those  already 

existing. 

Ribs,  n.  The  large  veins  forming  the  framework  of  a  leaf. 
Romans,  n.  The  inhabitants  of  Rome,  the  capital  of  Italy. 
Root,  n.  The  part  of  a  plant  that  usually  grows  down  into  the  soil, 

fixing  the  plant  and  absorbing  nutriment. 

Rootlet,  n.     A  little  root ;  one  of  the  final  divisions  of  the  main  root. 
Rosette,  n.     L.  rosa,  a  rose  ;  a  circular  ornament  having  many  small 

parts  regularly  arranged  around  the  center  ;  a  circle  of  leaves. 

s. 

Sac,  n.     L.  saccus,  a  bag  ;  a  sac,  bag,  or  pouch. 
Schedule,  n.     A  list,  catalogue,  or  table. 

Secrete,  v.  L.  secernere,  to  separate  ;  to  form  from  the  materials  of 
the  sap  or  the  blood  a  new  substance.  Glands  secrete. 


272  GLOSSARY. 

Secundus,  n.     L.  secundus,  second  ;  the  name  given  in  this  book  to 

a  suppositional  plant. 

Seedt  n.     The  fertilized  and  matured  ovule  of  a  flower. 
Seedlet,  n.     A  little  seed. 

Seed-pod,  n.     The  pod  or  case  which  contains  seeds. 
Seed-vessel,  n.     The  case  which  contains  seeds. 
Self-fertilization,  n.     The  process  by  which  a  flower  is  fertilized  by 

its  own  pollen. 
Sepal,  n.     L.  separ,  separate  ;  one  of  the  separate  leaves  that  form 

the  calyx. 
Serrate,  a.     L.  serra,  a  saw  ;  notched  or  toothed  on  the  edge  like  a 

saw. 
Sessile,  a.     L.  sedere,  to  sit.    Said  of  a  leaf  which  has  no  petiole,  but 

sits  directly  on  the  branch ;  of  a  flower  that  has  no  peduncle,  and 

a  stigma  that  has  no  style. 
Sexual  reproduction,  n.     The  form  of  reproduction  which  requires  the 

union  of  two  sexes. 
Sheath,  n.     A  case  or  covering. 
Side  ribs,  n.     The  large  veins  which  are  arranged  at  each  side  of  the 

mid-rib,  and  which  help  form  the  framework  of  a  leaf. 
Silica,  n.     A  substance  found  in  certain  rocks,  also  in  glass.     Very 

hard.     It  is  found  in  the  substance  of  certain  plants. 
Snappers,  n.     A  name  for  the  jewelweed,  because  of  the  snapping  of 

the  seed-pods. 

Snapweed,  n.     The  same  as  snappers. 
Sodium,  n.     One  of  the  elements  of  common  salt,  and  also  found  in 

tissues  of  plants  and  animals. 
Species,  n.     L.  species,  a  particular  sort ;  a  special  division  of  plants 

or  animals. 

Spiral,  n.     L.  spira,  a  coil ;  a  coil  like  that  of  a  watch  spring. 
Spur,    n.      A    pointed    instrument    worn    on   the   heel   to   goad   a 

horse  ;  any  sharp  projection  formed  somewhat  like  a  horseman's 

spur. 
Stamen,  n.      L.   stamen,  a  thread,  string,  fibre  ;  the  organ    in   the 

flower  containing  the  fertilizing  pollen. 
Starch,  n.     A  substance  composed  of  carbon,  hydrogen,  and  oxygen, 

forming  one  of  the  principal  elements  in  plants  and  necessary  as 

food  to  animals. 


GLOSSARY.  273 

Stem,  n.  A.-S.  stemn,  stem,  trunk  of  a  tree  ;  the  stalk  which  sup- 
ports flower,  fruit,  or  leaf  ;  also  used  for  the  trunk  of  a  tree  or 
other  plant. 

Sterile,  a.  L.  sterilis,  unfruitful.  Said  of  a  stamen  without  pollen 
or  of  an  ovary  without  perfect  seeds. 

Stigma,  n.  The  structure  at  the  top  of  the  style  where  the  pollen  is 
received. 

Style,  n.  L.  stilus,  a  stake,  a  stem  ;  the  slender  portion  between  the 
ovary  and  the  stigma. 

Succulent,  a.     L.  succus,  juice  ;  juicy. 

Superior,  a.  L.  superior,  higher  ;  more  elevated  in  place.  Said  of 
the  ovary  when  it  is  above  the  other  flower  parts,  that  is,  when 
they  are  attached  to  the  receptacle  below  it. 

Survival,  n.  L.  super,  alone,  vivere,  to  live  ;  the  act  of  surviving  or 
living  beyond  the  life  of  another. 


T. 


Tissue,  n.  L.  texere,  to  weave  ;  a  woven  fabric  ;  the  cellular  fabric 
of  plant  structures. 

Touch-me-not,  n.  A  name  of  the  jewelweed,  so  called  because  of  its 
snapping  seed-pods. 

Tropaeolum,  n.  From  a  Greek  word  meaning  "  a  turning,"  hence  a 
turning  of  the  enemy,  a  defeat ;  finally,  the  sign  of  a  defeat,  a 
trophy  ;  the  name  of  a  genus  of  plants,  so  called  because  of  the 
shield-shaped  leaves,  many  shields  together  suggesting  the  trophies 
taken  from  the  enemy. 

Tunic,  n.  L.  tunica,  a  tunic  ;  the  name  of  a  garment  worn  by  the 
Romans,  a  loose  flowing  robe,  hence  any  garment ;  a  name 
given  to  the  scaly  coverings  of  bulbs  like  the  onion  and  hya- 
cinth. 

Tunicated,  a.     Having  a  tunic. 

Twine,  n.  A.-S.  twin,  a  double  thread,  a  thread  made  of  two  strands 
twisted  ;  to  make  double  by  twisting  two  strands  together,  hence 
to  twist,  to  wind  or  coil  about  something,  as  the  morning-glory 
or  convolvulus  vine. 


274  GLOSSARY. 


U. 

Umbel,  n.  L.  umbella,  a  sunshade,  parasol ;  a  flower  cluster  in  which 
the  pedicels  all  grow  from  the  top  of  a  peduncle  and  are  about 
the  same  length,  making  the  top  of  the  flower  cluster  more  or 
less  the  shape  of  a  parasol. 

V. 

Valve,  n.    L.  valva,  one-half  of  a  double  door  ;  one  of  the  divisions 

into  which  a  seed-pod  separates  when  ripe. 
Veins,  n.     The   stiff,  thread-like  parts   forming  the   framework   of 

leaves,  petals,  sepals,  etc. 
Venation,    n.      The  manner  in  which  veins  are  distributed  in  the 

blade  of  a  leaf. 

Venus,  n.     In  Roman  mythology  the  goddess  of  love  and  beauty. 
Vernation,  n.     L.  venare,  to  be  like  spring  ;  the  position  of  leaves  in 

the  bud  before  unfolding  (leaves  generally  unfold  in  the  spring). 
Versatile,  a.     L.  versare,  to  turn  ;  able  to  move.      Said  of  anthers 

hung  in  the  middle  so  as  to  swing  freely. 
Vine,  n.     L.  vinea,  a  grape  vine  ;  a  plant  with  a  long,  slender  stem 

that  cannot  stand  alone. 

W. 

Water,  n.     A  well-known  liquid  composed  of  two  parts  of  hydrogen 

to  one  of  oxygen.- 
Whorl,  n.     A  ring  of  organs  all  from  the  same  center. 


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